SDO ILOCOS SUR SCHOOL-BASED MANAGEMENT (SBM) ASSESSMENT TOOL

A. LEADERSHIP AND
1 2 3
GOVERNANCE
1. In place is a Development Plan The development plan guided by the schools vision, The development plan is evolved through The development plan is enhanced with the
developed collaboratively by the mission and goal is developed through the the shared leadership of the school and the community performing the leadership roles, and
stakeholders of the school and leadership of the school and participation of the community stakeholders. the school providing technical support.
community. invited community stakeholders.
Supporting Artifacts o SIP 2016-2018 o SIP 2016-2018 o SIP 2016-2018
o AIP 2016 o AIP 2016 o AIP 2016
o AIP 2017 o AIP 2017 o AIP 2017
o Project Work Plan and Budget Matrix o Project Work Plan and Budget o Project Work Plan and Budget
o DRRM Plan Matrix Matrix
o Annual Procurement Plan (APP) o DRRM Plan o DRRM Plan
o Project Procurement Management o Annual Procurement Plan o Annual Procurement Plan (APP)
Plan (PPMP) (APP) o Project Procurement Management
o Action Plans (Ancillary and Subjects) o Project Procurement Plan (PPMP)
o Photos Management Plan (PPMP) o Action Plans (Ancillary and
(Plans developed by the school with few o Action Plans (Ancillary and Subjects)
community stakeholders.) Subjects) o Photos
o Photos (Community stakeholders have
(Plans developed by the school bigger responsibility in developing
with a number of stakeholders.) the plans and school providing
Technical Assistance.)
2. The developmental plan (e.g. SIP) is The school leads the regular review and The school and community stakeholders The community stakeholders lead the regular
regularly reviewed by the school improvement of the developmental plan. working as full partners, leads the continual review and improvement process; the school
community to keep it responsive and review and improvement of the stakeholders facilitate the process.
relevant to emerging needs, developmental plan.
challenges and opportunities.
Supporting Artifacts o Project Monitoring Report of PPAs o Project Monitoring Report of o Project Monitoring Report of PPAs
based on Action Plan PPAs based on Action Plan based on Action Plan
o AIP Adjustments o AIP Adjustments o AIP Adjustments
o Adjustments in other Plans o Adjustments in other Plans o Adjustments in other Plans
o School Report Card (SRC) o School Report Card (SRC) o School Report Card (SRC)
o Attendance Sheets o Attendance Sheets o Attendance Sheets
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o Photos o Photos o Photos
(Conducted and accomplished by (Conducted and accomplished o (Conducted and accomplished by
schools) by schools, SPT and Project SPT and Project Teams with the
 Teams) supervision of the school)

3. The school organized by a clear The school defines the organization structure, and The school and community collaboratively Guided by an agreed organizational structure,
structure and work arrangements the roles and responsibilities of stakeholders. define the structure and the roles and the community stakeholders lead in defining the
that promote shared leadership responsibilities of stakeholders. organization structure and the roles and
and governance and define the responsibilities; school provides technical and
roles and responsibilities of the administrative support.
stakeholders.
Supporting Artifacts o Organizational structures: o Organizational structures: o Organizational structures:
- SGC - SGC - SGC
- PTA - PTA - PTA
- SPT - SPT - SPT
- Project Teams - Project Teams - Project Teams
- Supreme Pupil Government - Supreme Pupil - Supreme Pupil Government
- Supreme Student Government Government - Supreme Student Government
- Student-led Watching Team - Supreme Student - Student-led Watching Team
- Child Protection Committee Government - Child Protection Policy
- Grievance Committee - Student-led Watching - Grievance Committee
o Other Organizations Team o Other Organizations
- BAC - Child Protection Policy - BAC
- Canteen Organization - Grievance Committee - Canteen Organization
- Photos o Other Organizations Photos
- BAC (Community stakeholders lead in
(School defines structures and
- Canteen Organization defining organizational structures
responsibilities)
Photos and responsibilities. School
(School and community define Provides TA and support.)
structure and responsibilities)
4. A leadership network facilitates A network has been collaboratively established and The network actively provides stakeholders The network allows easy exchange and access
communication between and among is continuously improved by the school community. information for making decisions and to information sources beyond the school
school and community leaders for solving learning and administrative community.
informed decision-making and problems.
solving of school-community wired-
learning problems.
Supporting Artifacts o School Report Card o School Report Card o School Report Card
o Accomplishment Reports o Accomplishment Reports o Accomplishment Reports
o Transparency and Accountability o Transparency and o Transparency and Accountability
Board Accountability Board Board
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o Records of Dissemination / reporting o Records of Dissemination / o Records of Dissemination /
 of AIP accomplishments reporting of AIP reporting of AIP
o School Paper accomplishments accomplishments
o Continuous Improvement Projects o School Paper o School Paper
o Hotlines o Continuous Improvement o Continuous Improvement Projects
o Student and Family Contact Details Projects o Hotlines
o CI Projects o Hotlines o Student and Family Contact
o Pictures o Student and Family Contact Details
o EBEIS/LIS Details o CI Projects
(School doing the work) o CI Projects o Pictures
o Pictures o EBEIS/LIS
o EBEIS/LIS (Easy exchange and access to
(School providing information to information beyond school
the community.) community.)
5. A long term program is in Developing structures are in place and analysis of Leaders undertake training modes that are Leaders assume responsibility for their own
operation that addresses the the competency and development needs of leaders convenient to them (on-line, off-line, training and development. School community
training and development needs is conducted; result is used to develop a long-term modular, group, or home-based) and which leaders working individually or in groups, coach
of school and community training and development program. do not disrupt their regular functions. and mentor one another to achieve their VMG.
leaders. Leaders monitor and evaluate their own
learning progress.
Supporting Artifacts o Training Needs (Analysis of o Training Needs (Analysis of o Training Needs (Analysis of
Competency and Developmental Competency and Competency and
Needs) Developmental Needs) Developmental Needs)
o TSNA o TSNA o TSNA
o Staff Development Program o Staff Development Program o Staff Development Program
o OPCRF o OPCRF o OPCRF
o IPCRF o IPCRF o IPCRF
o Records of Meetings o Records of Meetings o Records of Meetings
o LAC Session Plan o LAC Session Plan o LAC Session Plan
o Trainings with participation and o Trainings with participation o Trainings with participation and
involvement of stakeholders and involvement of involvement of stakeholders
o INSETs conducted stakeholders o INSETs conducted
o Training Matrix o INSETs conducted o Training Matrix
o WFP o Training Matrix o WFP
(Conducted analysis of competency o WFP (School community leaders
and development needs; Results used (Undertake training modes; working, coaching, mentoring one
to develop long-term training and Leaders monitor and evaluated another)
development program) own progress)
B. CURRICULUM AND 1 2
INSTRUCTION
1. The curriculum provides for the All types of learners of the school community are
development needs of all types of identified, their learning curves assessed;
learners in the school community. appropriate programs with its support materials
for each type learner is developed.
Supporting Artifacts 1-2 indicators on continuous improvement
on learning outcomes and products of
learning are met.
o Diagnostic Test conducted for the last
three years
o Oral Reading Test PHIL IRI test results
for the last three years
o Remedial Reading Support Program
o Early Child Care Development Checklist
o School Readiness Year-end Assessment
Result (SREYA)
o Portfolio Assessment complete learning
area
o Updated Anecdotal Record of all learners
2. The implemented curriculum is Local beliefs, norms, values, traditions, folklores,
localized to make more meaning to current events, and existing technologies are
the learners and applicable to life documented and used to develop a lasting
in the community. curriculum. Localization guidelines are agreed to
by school community and teachers are properly
oriented.
Supporting Artifacts 1-2 indicators of best practices in localizing
the curriculum are present.
o Localized stories
o Localized poems
o Localized songs
o Localized instructional materials
o Compiled history of municipalities and
barangays
Programs are fully implemented 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.
3-4 indicators on continuous improvement
learning outcomes and products of learning
are met.
o Diagnostic Test conducted for the last
three years
o Oral Reading Test PHIL IRI test results
for the last three years
o Remedial Reading Support Program
o Early Child Care Development Checklist
o School Readiness Year-end Assessment
Result (SREYA)
o Portfolio Assessment complete learning
area
Updated Anecdotal Record of all
learners
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.
3-4 indicators of best practices in localizing
the curriculum are present.
o Localized stories
o Localized poems
o Localized songs
o Localized instructional materials
o Compiled history of municipalities and
barangays
3
The educational needs of all types of learners
are being met as shown by continuous
improvement on learning out comes and
products of learning. Teachers as well as
students performance is motivated by intrinsic
rather than extrinsic rewards. The Schools
differentiated programs is frequently
benchmarked by other schools.
5-6 indicators on continuous improvement
on learning outcomes and products of
learning are met.
o Diagnostic Test conducted for the last
three years
o Oral Reading Test PHIL IRI test results
for the last three years
o Remedial Reading Support Program
o Early Child Care Development Checklist
o School Readiness Year-end Assessment
Result (SREYA)
o Portfolio Assessment complete learning
area
o Updated Anecdotal Record of all learners
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.
At least 5 indicators of best practices in
localizing the curriculum are present.
o Localized stories
o Localized poems
o Localized songs
o Localized instructional materials
o Compiled history of municipalities and
barangays

3. A representative group of school and
community stakeholders develop
the methods and materials for
developing creative thinking and
problem-solving.
Supporting Artifacts
o Presence of community-based learning
center in school
o Compiled written local beliefs, norms,
values and tradition folklore
o Compiled stories of local heroes and
successful people in the community
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.
1-2 of the indicators on the use of materials
and approaches to improve learning
outcomes and produce desired results
areent.
o Indigenized lesson exemplars for IPED
o Contextualized curriculum
o Portfolio of performance output of learners
o Performance output as evidenced of the
use of the constructivism, differentiated
instruction and collaborative learning
o Record of observation
o Researches/Modules/SIM of teachers in
the different learning areas
o Modules of teachers in the different
learning areas
o SIM of teachers in the different learning
areas
o Presence of community-based learning
center in school
o Compiled written local beliefs, norms,
values and tradition folklore
o Compiled stories of local heroes and
successful people in the community
Learning materials and approaches to reinforce
strengths and address deficiencies are
developed and tested for applicability on school,
family and community.
3-4 of the indicators on the use of materials
approaches to improve learning outcomes
and produce desired results are present.
o Indigenized lesson exemplars for IPED
o Contextualized curriculum
o Portfolio of performance output of learners
o Performance output as evidenced of the
use of the constructivism, differentiated
instruction and collaborative learning
o Record of observation
o Researches/Modules/SIM of teachers in
the different learning areas
o Modules of teachers in the different
learning areas
o SIM of teachers in the different learning
areas
o Presence of community-based learning
center in school
o Compiled written local beliefs, norms,
values and tradition folklore
o Compiled stories of local heroes and
successful people in the community
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.
At least 5 of the indicators on the use of
materials approaches to improve learning
outcomes and produce desired results are
present.
o Indigenized lesson exemplars for IPED
o Contextualized curriculum
o Portfolio of performance output of learners
o Performance output as evidenced of the
use of the constructivism, differentiated
instruction and collaborative learning
o Record of observation
o Researches/Modules/SIM of teachers in
the different learning areas
o Modules of teachers in the different
learning areas
o SIM of teachers in the different learning
areas

4. The learning systems are regularly A school-based monitoring and learning system
and collaboratively monitored by is conducted regularly and cooperatively; and
the community using appropriate feedback is shared with stakeholders. The
tools to ensure the holistic growth system uses a tool that monitors the holistic
and development of the learners development of learners.
and the community.
Supporting Artifacts 1-2 of the monitoring system are regularly
used.
o Class observation note
o Form 178
o Post Observation Tool
o Feedback form for parents and 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 takes
care of the continuous improvement of the tool.
3-4 of the monitoring system are regularly
used.
o Class observation note
o Form 178
o Post Observation Tool
o Feedback form for parents and learners
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.
At least 5 of the monitoring system are
regularly used.
o Class observation note
o Form 178
o Post Observation Tool
o Feedback form for parents and learners

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 like skills.
Supporting Artifacts 1-4 indicators on school assessment are
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 organizations vision,
mission and goals.
Supporting Artifacts
o Compiled LAC sessions guide/notes
o Narrative report of lesson study conducted
in the different learning areas
o Monthly supervisory report
o Monthly accomplishment report
The assessment tools are reviewed by the
school and assessment results are shared with
schools stakeholders.
present.
o Formative Test Results
o Summative Test Results
o Teachers strengths and needs
assessment (TSNA)
o NAT Result/NCAE/English Language,
Literacy and Numeracy Assessment
(ELLNA)
o Academic Contest Results
o Report on the INSET attended
o IPCRF/OPCRF
o Quiz Notebook
o Achievement Test Result
o Performance Indicators
o Action Plan
Stakeholder are aware of child/learner-centered,
rights-based, and inclusive principles of
education.
Learning managers and facilitators conduct
activities aimed to increase stakeholders
awareness and commitment to fundamental
rights of children and the basic principle of
educating them.
1-4 indicators of a conductive learning
environment are met.
o Child-friendly classrooms/school
o Well-structured classroom
o Projector/laptop, TV
o Compiled LAC sessions guide/notes
o Narrative report of lesson study conducted
in the different learning areas
o Monthly supervisory report
o Monthly accomplishment report
The assessment tools are reviewed by the
school community and results are shared with
community stakeholders.
5-7 indicators on school assessment are
present.
o Formative Test Results
o Summative Test Results
o Teachers strengths and needs
assessment (TSNA)
o NAT Result/NCAE/English Language,
Literacy and Numeracy Assessment
(ELLNA)
o Academic Contest Results
o Report on the INSET attended
o IPCRF/OPCRF
o Quiz Notebook
o Achievement Test Result
o Performance Indicators
o Action Plan
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.
5-7 indicators of a conductive learning
environment are met.
o Child-friendly classrooms/school
o Well-structured classroom
o Projector/laptop, TV
o Compiled LAC sessions guide/notes
o Narrative report of lesson study conducted
in the different learning areas
o Monthly supervisory report
o Monthly accomplishment report
School assessment results are used to develop
learning programs that are suited to community,
and customized to each learners context,
results of which are used for collaborative
decision-making.
At least 8 indicators on school assessment
are present.
o Formative Test Results
o Summative Test Results
o Teachers strengths and needs
assessment (TSNA)
o NAT Result/NCAE/English Language,
Literacy and Numeracy Assessment
(ELLNA)
o Academic Contest Results
o Report on the INSET attended
o IPCRF/OPCRF
o Quiz Notebook
o Achievement Test Result
o Performance Indicators
o Action Plan
Learning environments, methods and resources
are community driven, inclusive and adherent to
childs rights and protection requirements.
Learning managers and facilitators observe
learners rights from designing the curriculum to
structuring the whole learning environment.
At least 8 indicators of a conductive learning
environment are met.
o Child-friendly classrooms/school
o Well-structured classroom
o Projector/laptop, TV

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 own learning.
Supporting Artifacts 1-2 indicators geared towards the
C. ACCOUNTABILITY AND
CONTINUOUS
IMPROVEMENT
o Safe classroom
o Presence of Guidance Room
o Presence of Canteen
o Presence of HE Room
o Presence of Industrial/Agricultural Room
o Presence of Science Laboratory Room
o Presence of School Library/SLRC
o Presence of Classroom CR
o Presence of textbook and learning
materials
o Reading corners
o TEEPS-SCOPE Corner
o SCI-FUN Display Board
o Community Learning Center for ALS
Practices tools 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.
development of self-directed learners are
met:
o Record of parents involvement to reading
program
o Home Visitation
o Record of Adopt-a-School Program
o Report on the positive impact of parents
programs and projects
o Involvement in the development of school
policies and procedures
o Evidence of networking with stakeholders
1 2
o Safe classroom
o Presence of Guidance Room
o Presence of Canteen
o Presence of HE Room
o Presence of Industrial/Agricultural Room
o Presence of Science Laboratory Room
o Presence of School Library/SLRC
o Presence of Classroom CR
o Presence of textbook and learning
materials
o Reading corners
o TEEPS-SCOPE Corner
o SCI-FUN Display Board
o Community Learning Center for ALS
Practices, tools, and materials for developing
self-directed learners are beginning to merge 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.
3-4 indicators geared towards the
development of self-directed learners are
met:
o Record of parents involvement to reading
program
o Home Visitation
o Record of Adopt-a-School Program
o Report on the positive impact of parents
programs and projects
o Involvement in the development of school
policies and procedures
Evidence of networking with stakeholders
o Safe classroom
o Presence of Guidance Room
o Presence of Canteen
o Presence of HE Room
o Presence of Industrial/Agricultural Room
o Presence of Science Laboratory Room
o Presence of School Library/SLRC
o Presence of Classroom CR
o Presence of textbook and learning
materials
o Reading corners
o TEEPS-SCOPE Corner
o SCI-FUN Display Board
o Community Learning Center for ALS
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.
5-6 indicators geared towards the
development of self-directed learners are
met:
o Record of parents involvement to reading
program
o Home Visitation
o Record of Adopt-a-School Program
o Report on the positive impact of parents
programs and projects
o Involvement in the development of school
policies and procedures
Evidence of networking with
stakeholders
3
1. Roles and responsibilities of accountable There is an active party that initiates
person/s and collective body/ies are clarification of the roles and responsibilities in
clearly defined and agreed upon by education delivery.
community stakeholders.
Supporting Artifacts o School Organizations stakeholders
organizations
o Minutes of meetings
o BAC
o OPCRF
o IPCRF
o MOA
o MOU
o Roles, Responsibilities and
Accountabilities of stakeholders in
managing and supporting education
(Only one (1) group teachers or school
head - works on defining roles and
responsibilities in education delivery)
2. Achievement of goals is recognized Performance accountability is practiced at the
based on a collaboratively developed school level.
performance accountability system;
gaps are addressed through
appropriate action.
Supporting Artifacts o Performance Indicators
o Records of Improvement in Learning
Outcomes per grade level per subject
o Best Practices
o CI Principles
o Updated EBEIS/LIS administrator and
LIS coordinator
o 1 Star on WinS (Water, Sanitation, and
Hygiene in Schools)
(School heads, teachers and students
address performance gaps.)
3. The accountability system is owned by The school articulates the accountability
the community and is continuously assessment framework with basic
enhanced to ensure that management components, including implementation
structures and mechanisms are guidelines to the stakeholders.
responsive to the emerging learning
needs and demands of the
community.
The stakeholders are engaged in clarifying and
defining their specific roles and responsibilities.
o School Organizations stakeholders
organizations
o Minutes of meetings
o BAC
o OPCRF
o IPCRF
o MOA
o MOU
o Roles, Responsibilities and
Accountabilities of stakeholders in
managing and supporting education
(The faculty, the parents/guardians, and the
community clarify their respective roles.)
A community-level accountability system is
evolving from school-led initiatives.
o Performance Indicators
o Records of Improvement in Learning
Outcomes per grade level per subject
o Best Practices
o CI Principles
o No issues on EBEIS/LIS
o 2 Star on WinS (Water, Sanitation, and
Hygiene in Schools)
(The school leads and enjoins the community
in resolving issues and concerns on
performance.)
Stakeholders are engaged in the development
and operation of an appropriate accountability
assessment system.
Shared and participatory processes are used in
determining roles, responsibilities, and
accountabilities of stakeholders in managing and
supporting education.
o School Organizations stakeholders
organizations
o Minutes of meetings
o BAC
o OPCRF
o IPCRF
o MOA
o MOU
o Roles, Responsibilities and
Accountabilities of stakeholders in
managing and supporting education
(All stakeholders collaborate in determining
one anothers roles, responsibilities and
accountabilities in managing education.
A community-accepted performance
accountability, recognition and incentive system
is being practiced.
o Performance Indicators
o Records of Improvement in Learning
Outcomes per grade level per subject
o Best Practices
o CI Principles
o Community awareness and helps/supports
the EBEIS/LIS Updating
o 3 Star on WinS (Water, Sanitation, and
Hygiene in Schools)
(Achieved goals/school performance is
systematically recognized using
system/tool/process formulated and
approved by both school and its community.)
School community stakeholders continuously
and collaboratively review and enhance
accountability systems processes, mechanisms
and tools.
 Supporting Artifacts o Project Monitoring Report
4. Accountability assessment criteria and
tools, feedback mechanisms, and
information collection and validation
techniques and processes are
inclusive and collaboratively
developed and agreed upon.
Supporting Artifacts o Record of Assessment of PPAs
5. Participatory assessment of performance
is done regularly with community.
Supporting Artifacts o M & E Tools
o M & E Tools
o Minutes of Meetings
o M & E Findings
o M & E Findings as basis in AIP
Adjustments
o Teacher Performance Tracking System
(OPCRF, IPCRF)
o Student Performance Tracking System
(The school head, teachers and students
craft an accountability assessment
framework. The stakeholders are informed
of the implementation guidelines.)
The school, with the participation of
stakeholders, articulates an accountability
assessment framework with basic
components, including implementation
guidelines.
o Assessment/Monitoring Tools
o Record of Feedbacks of Stakeholders
o Feedback/Suggestion Box
(The school does the bigger part of the
work. The stakeholders support.)
School initiates periodic performance
assessment with the participation of
stakeholders.
o Results of M & E
o Analyzed M & E Results reported to
stakeholders
o Performance Indicators
o Assessment/Test Results
o Evidence of Listening to VOC
o Client Satisfaction Survey
o Reward and Recognition Program
o Nutritional Status (Pretest and Posttest)
(The school leads, community
participates.)
o Project Monitoring Report
o M & E Tools
o Minutes of Meetings
o M & E Findings
o M & E Findings as basis in AIP
Adjustments
o Teacher Performance Tracking System
(OPCRF, IPCRF)
o Student Performance Tracking System
(All stakeholders are not only informed but
collaborate in developing an appropriate
accountability system.)
Stakeholders are engaged in the development
and operation of an appropriate accountability
assessment system.
o Record of Assessment of PPAs
o Assessment/Monitoring Tools
o Record of Feedbacks of Stakeholders
o Feedback/Suggestion Box
(The school and the community collaborate
in the development & operation only)
Collaborative conduct of performance
assessment informs planning, plan adjustments
and requirements for technical assistance, and
recognizing and refining plans.
o M & E Tools
o Results of M & E
o Analyzed M & E Results reported to
stakeholders
o Performance Indicators
o Assessment/Test Results
o Evidence of Listening to VOC
o Client Satisfaction Survey
o Reward and Recognition Program
o Nutritional Status (Pretest and Posttest)
(The school and the community collaborate
from planning to adjustment to refining of
plans)
o Project Monitoring Report
o M & E Tools
o Minutes of Meetings
o M & E Findings
o M & E Findings as basis in AIP
Adjustments
o Teacher Performance Tracking System
(OPCRF, IPCRF)
o Student Performance Tracking System
(Stakeholder follows the cycle of developing,
reviewing, enhancing and revising
assessment mechanisms.)
Stakeholders continuously and collaboratively
review and enhance accountability systems;
processes, mechanisms and tools.
o Record of Assessment of PPAs
o Assessment/Monitoring Tools
o Record of Feedbacks of Stakeholders
o Feedback/Suggestion Box
(The school and the community collaborate
continuously)
School-community developed performance
assessment is practiced and is the basis for
improving monitoring and evaluation systems,
providing technical assistance, and recognizing
and refining plans.
o M & E Tools
o Results of M & E
o Analyzed M & E Results reported to
stakeholders
o Performance Indicators
o Assessment/Test Results
o Evidence of Listening to VOC
o Client Satisfaction Survey
o Reward and Recognition Program
o Nutritional Status (Pretest and Posttest)
(The performance assessment is functional
results are utilized by the school-
community.)
D. MANAGEMENT OF
1 2 3
RESOURCES
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 allocation resource allocation and mobilization.
stakeholders as basis for resource and mobilization.
allocation and mobilization.
Supporting Artifacts o Transparency and o Transparency and Accountability o Transparency and Accountability
Accountability Board Board Board
o Book of Donations o Book of Donations o Book of Donations
o Deed of Donations/ o Deed of Donations/ Acceptance o Deed of Donations/ Acceptance
Acceptance o MOA/MOU o MOA/MOU
o MOA/MOU o MOOE o MOOE
o MOOE o SEF Funds o SEF Funds
o SEF Funds o Canteen Funds o Canteen Funds
o Canteen Funds o PTA Funds o PTA Funds
o PTA Funds o Financial Statements o Financial Statements
o Financial Statements o School Inventory o School Inventory
o School Inventory The stakeholders are not only The stakeholders are not only
The stakeholders know that a informed but shares more resources informed of the inventory or tapped
resource inventory is available and as shown in the inventory. to contribute more resources but are
functional. involved in planning
allocation/mobilization of resources.
2. A regular dialogue for planning and Stakeholders are invited to participate in the Stakeholders are regularly engaged in the Stakeholders collaborate to ensure timely and
resource programming, that is development of an educational plan in planning and resource programming, and in the need-based planning and resource programming
accessible and inclusive, resource programming, and in the implementation of the education plan. and support continuous implementation of
continuously engage stakeholders implementation of the educational plan. educational plan.
and support implementation of
community education plans.
Supporting Artifacts o Project Work Plan and Budget o Project Work Plan and Budget o Project Work Plan and Budget
Matrix Matrix Matrix
o Financial Statements o Financial Statements o Financial Statements
o Minutes of Meetings o Minutes of Meetings o Minutes of Meetings
o Brigada Eskwela Reports o Brigada Eskwela Reports o Brigada Eskwela Reports
o ASP Reports o ASP Reports o ASP Reports
o Advocacy Programs o Advocacy Programs o Advocacy Programs
o Partnership/Networking o Partnership/Networking o Partnership/Networking
Activities Activities Activities
o WFPs o WFPs o WFPs
The participation of stakeholders is Stakeholders are not only invited but Stakeholders planning activities
only invitational. are engaged as a regular participant come as the need arise (apart from
 in the planning and implementation the regular schedule).
3. In place is a community-developed Stakeholders support judicious, appropriate, Stakeholders are engaged and share expertise in Stakeholders sustain the implementation and
resource management system that and effective use of resources. the collaborative development of resource improvement of a collaboratively developed,
drives appropriate behaviors of the management system. periodically adjusted, and constituent-focused
stakeholders to ensure judicious, resource management system.
appropriate, and effective use of
resources.
Supporting Artifacts o Transparency and o Transparency and Accountability o Transparency and Accountability
Accountability Board Board Board
o Liquidation Papers o Liquidation Papers o Liquidation Papers
- Official Receipt - Official Receipt - Official Receipt
- Purchase Request - Purchase Request - Purchase Request
- Request for Quotation - Request for Quotation - Request for Quotation
- Abstract of Quotation - Abstract of Quotation - Abstract of Quotation
- Inspection and Acceptance - Inspection and Acceptance - Inspection and Acceptance
Report Report Report
- Mayors Permit - Mayors Permit - Mayors Permit
- PTA Certificate of - PTA Certificate of Recognition - PTA Certificate of Recognition
Recognition - PHILGEPS Certificate of - PHILGEPS Certificate of
- PHILGEPS Certificate of Recognition and Winning Recognition and Winning
Recognition and Winning Bidder Bidder
Bidder o Records reflecting expenditures o Records reflecting expenditures
o Records reflecting aligned with SIP/AIP aligned with SIP/AIP
expenditures aligned with o Financial Statements o Financial Statements
SIP/AIP o WFPs o WFPs
o Financial Statements Stakeholders not only comply but Stakeholders not only comply or
o WFPs at the same time take part in the participate in the development but
Documents show that stakeholders development of also takes active part in the
abide by given standards / mgt periodic adjustment of
system developed by the school.
4. Regular monitoring, evaluation, and Stakeholders are invited to participate in the Stakeholders collaboratively participate in the Stakeholders are engaged, held accountable and
reporting processes of resource development and implementation of development and implementation of monitoring, implement a collaboratively developed system of
management are collaboratively monitoring, evaluation, and reporting evaluation, and reporting processes on resource monitoring, evaluation and reporting for resource
developed and implemented by the processes on resource management. management. management.
learning managers, facilitators, and
community stakeholders.
Supporting Artifacts o Record of Monitoring of PPAs o Record of Monitoring of PPAs o Record of Monitoring of PPAs
with involvement of with involvement of with involvement of
stakeholders stakeholders stakeholders
o Records of satisfaction of o Records of satisfaction of o Records of satisfaction of
stakeholders on fund stakeholders on fund stakeholders on fund
management management management
 o Record of program certification o Record of program certification o Record of program certification
of downloaded school funds of downloaded school funds of downloaded school funds
(MOOE, SBFP, etc.) (MOOE, SBFP, etc.) (MOOE, SBFP, etc.)
Participation of stakeholders is Stakeholders take active Stakeholders do not only participate
invitational. involvement... regularly but are held accountable
5. There is a system that manages the An engagement procedure to identify and Stakeholders support a system of partnerships An established system of partnership is managed
network and linkages which utilize partnerships with stakeholders for for improving resource management. and sustained by the stakeholders for continuous
strengthen and sustain partnerships improving resource management is evident. improvement of resource management.
for improving resource management.
Supporting Artifacts o Functional BAC o Functional BAC o Functional BAC
o Financial Statements properly o Financial Statements properly o Financial Statements properly
audited audited audited
o Brigada Eskwela Reports o Brigada Eskwela Reports o Brigada Eskwela Reports
o ASP Reports o ASP Reports o ASP Reports
o MOA/MOU o MOA/MOU o MOA/MOU
o Advocacy Programs o Advocacy Programs o Advocacy Programs
o Partnership/Networking o Partnership/Networking o Partnership/Networking
Activities Activities Activities
o Fund Drives o Fund Drives o Fund Drives
o Income Generating Projects o Income Generating Projects o Income Generating Projects

The school lays out/ design Partnership systems are not only Stakeholders not only support
courses of actions / action plans supported but co- partnership program but they
for partnerships. authored/developed and themselves manage and sustain
implemented by stakeholders. the partnership program.
Submitted by:

SOLEDAD B. DUMBRIQUE MARIA SALOME R. ABERO

Chief Education Supervisor, SGOD Chief Education Supervisor, CID

APPROVED:

GEMMA Q. TACUYCUY, CESO VI

Schools Division Superintendent