Level 2

CHECKLIST
LEADERSHIP AND GOVERNACE
INDICATORS MOVs
Evident Slightly Not
Evident Evident
(5) (3) (1)
1. In place is a development plan developed  Approved SIP/ AIP
collaboratively by the stakeholders of the
school and community.  Approved Project
Proposals
 Terms of reference for
SMEPA/DsMEPA
 Approved Monitoring
Tool
 Accomplishment Report
of the implemented PPAs
2. The Development Plan is regularly reviewed  Open line
by the school community to keep it communication through
responsive and relevant to emerging needs, social media, school
challenges and opportunities webpage, flyers, SRC
 Enhanced SIP/ AIP
 PPAs Monitoring Report
3. The school is organized by a clear structure  Approved SIP AIP
and work arrangement that promote shared  Approved Project
leadership and governance and define the Proposal (PTA, SGC, SPG/SSG)
roles and responsibilities of the stakeholders
 Narrative report on
school implemented
PPAs in varied forms
(General Assembly, open
line communication)
 Updated and accurate
transparency board
4. A leadership network facilities  Designation order with
communication between and among school terms of reference
and community leaders for informed decision  Consolidation and
– making in solving of school-community analysis of the evaluation
wide learning problems results from feedback and
M and E results with
proposed solutions/
inventions
5. A long-term program is in operation that  Individual Plan for
addresses the training and development needs Professional
of school and community leaders Development (IPPD)
 School Plan for
Professional
Development (SPPD)
 LEVEL 2
CURRICULUM AND INSTRUCTION
INDICATORS
1. The curriculum provides
for the development needs
of all types of learners in
the school community
2. The implemented
curriculum is localized to
make it more meaningful
to the learners and
applicable to life in this
community
3. Representative group of
school and community
stakeholders develop the
methods and materials for
developing creative
thinking and problem
solving
Evident Slightly Not
MOVs Evident Evident
(5) (3) (1)
 Check daily lesson log/ WHLP
 Evaluated instructional materials
 Documented teaching learning
activities provided
 Utilization of learning resource
materials
 DLLs, DLPs of accomplished COTs
 Contextualized intervention
programs
 Contextualized modules
 School-based monitoring results on
learning outcome
 Class observation reports and post
observation
 Number of contextualized produced
materials
 Contextualized learning materials
 Performance level of learners
 Resources gaps analysis
 Utilization report
 Strategic intervention materials
concerning least mastered skills
 Compilation of localized curriculum
 Updated inventory of LMs with
analysis and interpretation of data
 Project proposal on intervention
material used
 Least learn skills or competencies by
grading period
 Monitoring tools in the conduct of
innovations/ intervention
 Evaluation and monitoring results
basis for action research
 Appropriate teaching learning
support system
 Results of monitoring the use of
crafted instructional materials
 Implementation report on teaching
learning support system
 Development needs plan of diverse
learners
  Reports on classroom teaching and
learning evaluation
 Attendance during school activities
 Progress. Monitoring report of
learning outcomes
 Analysis of test results
 LAC Session focused on teaching
learning process
 Consultative meetings
 COT files focused on grouping
patterns
 RPMS
 Copy of school action plan per
learning area
 Year-end reports
 Minutes of meeting regarding
collaboration with stakeholders on
innovative teaching and learning
4. The learning systems are  Daily lesson with differentiated
regularly and instruction
collaboratively monitored  Rubrics for differentiated instruction
by the community using
appropriate tools to ensure  Localized instructional materials
the holistic growth and
development of the  Localized DLP
learners and the  Sample differentiated quarter
community assessment test strategies
 Portfolio assessment in all learning
areas
 Records an intervention on the
findings of test results and other
forms of assessment
 Availability of test materials and
assessment tools
 Copy of approved action plan per
subject areas
 Registry of alternative differentiated
assessment strategies
 Remedial intervention programs
 Posting of assessment schedule
 Action plan on reported LOA results

Validated by:
LUNINGNING R. MENDOZA
Curriculum & instruction/ SSP3

Attested by:

BEATRIZ P. DE CASTRO
 District SHiGO

Noted:
CATALINO L. PORTA
Public Schools District Supervisor

Evident Slightly Not

(5) Evident Evident
INDICATORS MOVs (3)
(1)
5. Appropriate assessment  Rubrics for differentiated instruction
tools for teaching and
learning are continuously  Differentiated quarterly assessment
reviewed and improved, test strategies
and assessment results are
contextualized to the  Portfolio assessment in all learning
learner and local situation areas
and the attainment of
relevant life skills  Records an intervention on the
findings of test results and other
forms of assessment

 Copy of approved action plan per

subject areas

 Registry of alternative differentiated

assessment strategies
  Intervention programs

6. Learning managers and  Student handbook which includes:

facilitators (teachers, a. Proper conduct, discipline and
administrators, and infractions
community members) b. Guidelines on school’s safe,
nurture values and secure and child friendly
environment that are environment
protective of all children c. Legal basis of DRMM
and demonstrate behaviors d. Child protection policy
consistent to the
organization’s vision,
mission, and goals.  File or copy of accomplishment
report of the implementation of
policies and procedures on disaster
preparedness. Child protection
policy and the like

7. Methods and resources are  Documentation/Reports of learning

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 for their
own learning.
environment policies and procedures
implementation
 Narrative report/ Photo
documentation of Inclusive Ed
Programs
 Copy of policies and procedures on
learning environment that promote
inclusive education i.e. ALS, SPED,
IPs
 Copy of Policies and procedures
implemented i.e. Equal Opportunity
Policy

Validated by:
ROMMEL V. ROPEREZ
Curriculum & instruction/ ESP2

Attested by:

BEATRIZ P. DE CASTRO
District SHiGO

Noted:
CATALINO L. PORTA
Public Schools District Supervisor
 ACCOUNTABILITY AND
LEVEL 2 CONTINUOUS IMPROVEMENT
INDICATORS
1. Roles and responsibilities of
accountable person/s collective
body/ies are clearly defined and
agreed upon by community
stakeholders.
2. Achievement of goals is recognized
based on a collaboratively
developed performance
accountability; gaps are addressed
through appropriate action
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
4. Accountability assessment criteria
and tools, feedback mechanisms
and information collection and
validation techniques and processes
are inclusive and collaboratively
developed and agreed upon
Evident Slightly Not
MOVs Evident Evident
(5) (3) (1)
 Proposed PPAs on matters
of school governance and
operations initiated by the
schools and stakeholders
 Accomplishment report of
the implemented PPAs
 Report of AIP review:
100% accomplished
 PPAs monitoring report
 Documentation of
conducted PPAs
 Narrative report on School
implemented PPAs in
varied forms (general
assembly, open line
communication)
 Consolidation/Analysis of
the evaluation results from
feedback and M and E
results with proposed
solutions/interventions
 SGC minutes of the meeting
(discussing
feedbacks/results and
proposed solutions)
5. Participatory assessment of  Consolidation and Analysis
performance is done regularly with of the evaluation results
the community. Assessment results from feedback and M and E
and lessons learned serve as basis results with proposed
for feedback, technical assistance, solutions/interventions
recognition and plan adjustment
 SIP/AIP Adjustments
 Minutes of the meeting
(discussing
feedbacks/results and
proposed solutions)

Validated by:
MILDRED P. DE ROMAS
Accountability and Continuous improvement/ ESP2

Attested by:

BEATRIZ P. DE CASTRO
District SHiGO

Noted:
CATALINO L. PORTA
Public Schools District Supervisor
 LEVEL 2 MANAGEMENT OF RESOURCES

Evident Slightly Not

INDICATORS MOVs Evident Evident
(5) (3) (1)
1. Regular resources inventory is  Approved E-SIP/ APP/
collaboratively undertaken by School Calendar of
learning managers, learning Activities
facilitators, and community a. Highlighting the
stakeholders as basis for resource Project Work Plan and
allocation and mobilization Budget Matrix
(Resource Inventory)
2. A regular dialogue for planning and  Approved SIP/ AIP/ APP
resources programming, that is  Human resource
accessible and inclusive, development plan (HRDP)
continuously engage stakeholders  Financial Management
and support implementation of Development Plan (FMDP)
community education plans  Technology Resource
Improvement Plan (TRIP)
 School Physical
Development Plan (SPDP)
3. In place is a community developed  Monthly cash program
resource management system that  Approved APP
drives appropriate behaviors of the  Sub ARO
stakeholders to ensure judicious,  Disbursement documents
appropriate, and effective use of
 Schedule of disbursement
resources
versus actual disbursements
 Validated/approved
disbursements
4. Regular monitoring, evaluation, and  Aligned to the Rules and
reporting processes of resources Regulations of Accounting
management are collaboratively and Auditing:
developed and implemented by the List of Assets
learning managers, facilitators, and  File copy of management
community stakeholders policy
 Report on school asset
management
 Inventory of
machine/equipment
 Inventory of
buildings/facilities
 Monitoring report on
compliance to asset
management plan
 Legal basis for
asset/property management

5. There is a system that managers the
network and linkages which
strengthen and sustain partnership
for improving resource
management
 Financial report
 Approved physical and
financial plan
 Updated MOOE liquidation
 Updated and audited
canteen report
 Income generating projects
with financial statement
 Legal basis for physical and
financial requirement
 Utilization of DPDS
 School Project Teams with
roles and functions
 AIP
 List of generated resources
 MOA/M OU with partners
 M&E report on the
implementation of
resources management
system
 List of resources
programmed for Access,
Quality, and Governance
 Copy of rules and
regulation on resource
management