PRINCIPLE 1 - LEADERSHIP AND GOVERNANCE (30 %)

INDICATOR
STANDARD
1 2 3
1. In place is a The development The development The development
Development Plan plan guided by the paln evolved plan is enhanced
(e.g. SIP) developed school's through the shared with the
collaboratively by vision,mission and leadership of the community
the stakeholders of goal (VMG) is school and the performing the
the school developed through community leadership roles,
community the leadershio of stakeholders. and the school
the school and the providing technical
participation of support.
some invited
community
stakeholders.

2. The development The school leads The school and The community
plan (e.g. SIP) is the regular review community stakeholders lead
regarly reviewed by and improvement stakeholders the regular review
the scholl of the development working as full and improvement
community to keep plan. partners, lead the process: the scholl
it responsive and continual review stakeholders
relevant to and improvement facilitate the
emerging of the development process.
needs,challenges plan.
and opportunities

3. The school is The school defines The school and Guided by an

organized by a clear the organizational community agreed
structure and work structure, and the collaboratively organizational
arrangements that roles and define the structure structure, the
promote shared responsibilities of and the roles and community
leadership and stakeholders. responsibilities stakeholders lead in
governance and stakeholders. defining the
define the roles and ogganizational
responsibilities of structure and the
the stakeholders. roles and
responsibilities;
school provides
technical and
administrative
support.
4. A leadership A network has been The network The network allows
network facilitates collaboratively actively provides easy exchange and
communication established and is stakeholders access to
between and continuously information for information sources
among school and improved by the making decision beyond the school
community leaders school community. and solving learning community.
for informed and administrative
decision-making problems.
and solving of
school-coommunity
wide-learning
problems.

5. A long term Developing Leaders undertake Leaders assume

program is in structures are in training modes that responsibility for
operation that place and analysis are convenient to their own training
addresses and of the competency them (on-line,off- and development.
training and and development line,modular, group School community
development needs needs of leaders is or home-based) leaders working
of schools and conducted; result is and which do not individually or in
community leaders. used to develop a disrupt their regular groups,coach and
long-term training functions. Leaders mentor one
and development monitor and another to achieve
program. evaluate their own their VMG.
learning progress.
PRINCIPLE 1 - LEADERSHIP AND GOVERNANCE (30 %)
ARTIFACTS
RATING REMARKS
* Copies of Vision, Mission, Goals and core Values
* SIP Original signed by the PTA/SGC representative
* Revised SIP signed by the PTA/SGC representative
* List of school Planning Team organizes
* Revised SIP and included in the Barangay Development Plan.

* Approved AIP,SOB,APP,PPMP
* Revision Committee for SIP and AIP
* Copies of Invitation Letter fot the Stakeholders
* Copies of letter of confirmation from the stakeholders.
* Minutes of the meeting during planning/revision
* Attendance sheet of the meetings accomplished or during revision/planning

* Attendance sheet, Minutes/Narrative Reports of the orientation to capacitate the members of

SGC/PTA/SPG/etc of its roles and functions.
* List of the official of SGC/PTA/SPG/Teaching force. Organization/Different School Clubs/Barangay Council/
School Planning Team (SIP & AIP Revision)with their corresponding roles.
* Resolution crafted/made by the PTA and Barangay Council
* Personnel Handbook/SF 5
* School Manual/Deped Manual
* Compilation of Deped Orders,Advisories and Memoranda (Division, Local, Non-Deped Regional and
National)
* Organizational Chart
* Office Orders/Job Orders
* Copies of Notice of Meeting
* Copies of Letter of Invitation
* Narrative Report of the Planning Sessions Conducted
* Progress Report of the SIP
* List of created committees for the 4 components of SIP with a clear definition of roles and functions of its
members
* Compilation of communcation for request of approval to conduct meeting.
* School Report Card (BESRA)
* School publication/paper that publushed school performance indicators. NAT results
* School Governing Council attendance sheets,resolutions, list of activities and pictures.
* PTA General Assembly attendance sheets,minutes,resolution, pictures
* Homeroom Meeting attendance sheets,minutes,resolution, pictures
* Copies of Deed of Donations
* Copies of Certificates of Recognition given to the Stakeholders
* List of different organizational structures structures in school (parents, teachers and pupils)
* List of donated properties
* Teachers Profile
* Copy of Magna Carta for teachers
* Copies of ITTPR/STAR/TOGA
* Annual Accomplishment Report
* Copies of CB-PAST /Teachers Performance
* Copies of Certification of Recognition and awards received by the school

* TSNA Result of Teachers (individual & combined summary)

* INSET Proposal
* SLAC Proposal
* Compilation of IPPD
* Class Program
* Report on Traing Needs for Teachers
* Minutes of Consultative Assembly
* Proposal on the Re-Orientation of SGC and PTA Officers on their roles and functions.
* Proposal on the Orientation of SGC,PTA, Barangay Council and Parents on the Child Rights and Child
Protection Policy
* Reports of the gains of the project implemented
* List of Teachers enrolled in post graduate studies
* List of Teachers graduating in graduate school studies with permit
* List of Teachers enrolled in graduate studies with permit
* Compilation of post-training report with certificates
* Compilation of Narrative Reports of School-Based seminar/trainings
 PRINCIPLE II - CURRICULUM AND LEARNING (30 %)
INDICATOR
STANDARD
1 2 3
1. The curriculum All types of learners of the Programs are fully The educational needs of
provides for the school community are implemented and closely all types of learners are
development needs identified, their learning monitored to address beig met as shown by
of all types of curves assessed; performance continuous improvement
learners in the appropriate program with discrepancies, on learning outcomes and
school community. its support materials for benchmarks, best partices, products of learning.
each type of learner is coach low performer, Teachers as well as
developed. mentor potential students' performance is
leaders,reward high motivated by intrinsic
achievement and maintain rather than extrinsic
environment that makes rewards. The Schools'
learning meaningful and differentiated program is
enjoyable. frequently benchmarked
by other schools.

2. The implemented Local beliefs, norms,
curriculum is values,traditions,folklores
localized to make it current events and
more meaningful to existing technologies are
the learners and documented and used to
applicable to life in develop a lasting
the community. curriculum, localization,
guidelines are agreed to
by school community and
teachers are properly
oriented.
The localized curriculum is
implemented nd
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 innovate
ones are developed.
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.

3. A representative A representative team of Learning materials and Materials and approaches

group of school and school and community approaches to reinforce are being used in school,
communty stakeholders assess strengths and address in the family and in the
stakeholders content and methods used deficiencies are developed community to develop
develop the in teahing creative,critical and tested for applicability critical thinking and
methods and thinking and problem on school, family and problem solving
materials for solving. Assessment community. community of learners
developing creative results are used as guide and are producing desired
thinking and to develop materials. results.
problem solving
4. The learning A school-based The school-based The monitoring system is
systems are monitoring and learning monitoring and learning accepted and regularly
regularly and system is conducted systems generate used for collective
collaboratively regularly and feedback that is used for decision making.
monitored by the cooperatively and making decisions that
community using feedback is shared with enhance the total
appropriate tools to stakeholders. development of learners.
ensure the holistic
growth and The Committee take care The monitoring tool has
development of the of the continuous been improved to
learners and the The system uses a tool improvement of the tool. improved both
community. that monitors the holistic quantitative and
development of learners. qualitative data.

5. Appropriate The assessment tools are The assessment tools are School assessment result
assessment tools for reviewed by the school reviewed by the school are used to develop
teaching and and assessment result are community and results are learning programs that are
learning are shared with schools' shared with community suited to community and
continuously stakeholders. stakeholders. comtomized to each
reviewed and learners' context, result of
improved and which are used for
assessment results collaborative decision-
are contextualized making.
to the learner and
local situation and
the attainment of
relevant life skills.

6. Learning Stakeholders are aware of Stakeholders begin to Learning environments,

managers and child/learner- centered practice child/learner- methods and resources
facilitators right-based, and inclusive centered principles of are community driven,
(teachers, principles of education. education in the design of inclusion and adherent to
administrators and support to education. child's rights and
community protection requirements.
members) nurture
values and Learning managers and Learning managers and
environment that facilitators conduct Learning managers and facilitators observe
are protective of all activities aimed to facilitators apply the learners' right from
children and increase stakeholders principles in designing designing the curriculum
demonstrate awareness and learning materials. to structuring the whole
behaviors commitment to learning environment.
consistent to fundamental rights of
organizations vision, children and the basic
mission and goals. principle of educating
them.
7. Methods and Practices, tools and Practices, tools and There is continuous
resources are materials for developing materials for developing exchange of information
learner and self-directed learners are self-directed learners are sharing of expertise and
community friendly, highly observable in beginning to emerge in materials among the
enjoyable, school, but not in the the homes and in the schools, home and
safe,inclusive, home or in the community. community for the
accessible and community. development of self-
aimed at developing directed learners.
self-directed Learning programs are The program is
learners. Learners designed and developed collaboratively The program is
are equipped with to produce learners who implemmented and mainstreamed but
essential are responsible and monitored by teachers continuously improved to
knowledge,skills and accountable for their and parents to ensure that make relevant to
values to assume learning. it produces desired emergent demands.
responsibillity learners.
accountability for
their own learning.
URRICULUM AND LEARNING (30 %)
ARTIFACTS
RATING REMARKS
* List of Slow Learners. Action Plan of Intervention, Narrative Reports on Implementations
and Acomplishment Reports with pictures and attendance sheets.
* List of Average Learners, Action Plan of Interventions. Narrative Reports on
Implementations and Accomplishment Reports with pictures and attendance sheets
* List of Fast Learners, Action Plan of Interventions, Narrative Reports on Implementations
and Accomplishment.
* Reports with pictures and attendance sheets
* List of Non-Readers, Frustrations Readers, Instructional Readers and Independent
Readers, Action Plan of Intervention, Narrative Reports on Implementation and
Accomplishment Reports with pictures and attendance sheets.
* List of pupils with disabilities
* Nutritional Status of pupils.
* List of pupils at risk of dropping-out,Action Plan of Intervention, Narrative Reports on
Implementation and Accomplishment Reports with pictures and attendance sheets.
* Reports on Family Mapping
* List of school age pupils in the community
* Religious Instructions schedule and permit.
* List of 4Ps beneficiaries
* Pupils anecdotal records
* Forms 137-A/E

* List of localized materials which were formulated and Utilized

* List of Topics integrated in the lesson plans suited to the community
* School Greening Program/Gulayan sa Paaralan Proposal, Accomplishment reports ad
Pictorials
* Remedial Instruction Program Proposal, minutes, attendance sheets and accomplishment
reports.
* PELC/PSSLC Teacher Guides
* Copy of DepEd thrust,project, and programs.
* School Calendar of Activities/Monthly Program
* Pictures of all school activities

* List of school stakeholders who assisted in review classes and reading remediation.
* Narrative/Accomplishment Report, attendance sheets and pictures.
* List of school stakeholders who assisted in the preparation od instructional materials.
Narrative/Accomplishment Report, attendance sheets, pictures
* Pupils'/Students' Profolio,quizzes
* Report Cards
* Attendance during school Activities
* School based Inventory
* List of diffentiated instructions and activities and materials to different types of learners,
Narrative reports on the availability and implementation/practice, Records of gains were
discusses during the faculty/PTA Meeting.
* MPS of the NAT , Summative Test and Periodical Test.
* Reading Assessment Report
* Comparative graphical presentation of NAT for 3 consecutive schools years
* NAT Preparedness Plan/Proposal
* Narrative report on School Reading Program
 PRINCIPLE III - ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT (25%)
INDICATOR
STANDARD
1 2 3
1. Roles and There is an active party that The stakeholders are engaged Shared and participatory
responsibilities of initiates classification of the in clarifying and defining their process are used in
accountable person/s roles and reponsibilities in specific roles and detremining roles,
and collective body/ies education delivery. responsibilities. responsiblities of
are clearly defined and stakeholders in managing and
agreed upon by supporting education.
community
stakeholders.

2. Achievement of Performance accountability is A community level A community accepted

goals is recognized practices at the school level. accountability system is performance accountability
based on a evolving from school-led recognition and incentive
collaboratively develop initiatives. system is being practiced.
performance
accountability system
gaps are addressed
through appropriate
action.

3. The accountability The school articulates the Stakeholders are engaged in School community
system is owned by the accountability assessment the development and stakeholders continuously
community and is framework with basic operation of an appropriate and collaboratively review
continuously enhanced components, including accountability assessment and enhance accountability
to ensure that implementation guidelines to system. systems' processes,
management the stakeholders. mechanism and tools.
structures and
mechanism are
responsive to emerging
learning needs and
demands of the
community.
4. Accountability The school with the Stakeholders are engaged in Stakeholders continuously
assessment criteria and participation of stakeholders the development and and collaboratively review
tools, feedback articulates an accountability operation of an appropriate and enhance accountability
mechanism and assessment framework with accountability assessment systems, processes,
information collection basic components, including system. mechanisms and tools.
and validation implementation guidelines.
techniques and
processes are inclusive
and collaboratively
developed and agreed.

5. Participatory School initiates periodic Collaboratively conduct School community-developed

assessment of performance assessments performance assessment performance assessment is
performance is done with the participation of informs planning, plan practices and is the basis for
regularly with the stakeholders. adjustments and improving monitoring and
community., requirements for technical evaluation systems, providing
Assessment results and assistance. technical assistance, and
lessons learned serve recognizing and refining
as basis for feedback, plans.
technical assistance,
recognitions and plan
adjustments.
ONTINUOUS IMPROVEMENT (25%)
ARTIFACTS
RATING REMARKS
* Records of attendance of school heads in the Barangay Assemblies/Sessions.
* Copy of the Letter sent indicating the agenda of the meeting
* List of Intervention of Pupils Development and action plan
* List of Intervention of Staff Development and action plan
* Copy of formulated policies ang guidelines of the intervention programs
* Copy of Matrix of the implementation of Interventions Programs
* Copy of the organization of monitoring and evaluation of school planning
team
* Copy of reports and a documents sustainablility of programs
* Comparative Participation Rate
* Comparative Achievement Rate

* Records of the integration of SIP in the Barangay Development Plan

* Receipts of copies of SIP sent to stakeholders.
* Comparative Performance Indicators
* School Report Card -BESRA (Participation Rate:Promotion, Rate: Cohort,
Survival Rate:Drop-out rate, Graduation Rate: Transition Rate: Completion
Rate: Literacy Rate)
* Copy of Phil-IRI Results
* Health and Nutrition, Narrative report
* Narrative reports on Academic and Extra-Curricular
* List of Different Competitions Participated
* Comparative NAT results by subject area for 3 Consecutive Years

* List of formulated accoutability system's processes, mechanism and tools:

(School Climate,Survey, Students'/Pupils, Opinion Servey, etc.)
* List of organized CI Team with their roles and functions of each member
* Copy of memorandum of Undetstanding and Matrix of Activities of the
Team
* Copy of minutes, attendance, pictures, documentation of activities.
* Organizational Structure of the CI Team
* Programs and Projects mandated by the CI Team.DepED
* Physical Development Plan
* Inventory of Property Instructional Materials, and Classroom Structuring
* NCBTS
* TSNA
* IPPD
* CIP
* IPCRF
* Reports of the Review Committee
* SBM Monitoring and Evaluation/Self -Assessment Tool
* Facebook Account of all Internal and External Stakeholders
* Cellphone Number of all Internal and External Stakeholders
* Record of Monthly Liquidation Report
* List of different projects implemented
* School Property Inventory
* Financial Statement (School fundraising; PTA: IGP, Canteen)
* Approved APP, AIP, MDP, SOB, PPMP

* Reports on Monthly Financial Resources and Liquidation

* CB-PAST of Teachers
* Technical Assistance Needed by teachers
* Training Proposals
* Approved INSET Proposals with Matrix
* Approved SLAC Proposal with Matrix
* Accomplishment Reports on School-Based Training Program conducted
* School Feeding Program Proposals and Accomplishment Reports
* Nutritional Status of Pupils
* List of Severely Wated Pupils/Students
* List of Wasted Pupils/Students
* List of Normal Weight Pupils/Students
* List of Overweight Pupils/Students
* Consolidated Report on Phil-IRI results
* Graphical or Tabular PResentation of Non-Readers, Frustration, Instructional
and Independent readers
 PRINCIPLE IV - MANAGEMENT OF RESOURCES (15%)
INDICATOR
STANDARD
1 2 3
1. Regular resource inventory Stakeholders are aware that a Resource inventory is Resource inventories are
is collaboratively undertaken regular resource inventory is characterized by regularity, systematically developed and
by learning managers, available and is used as the increased participation of stakeholders are engaged in a
learning facilitators and basis for resource allocation stakeholders, and collaborative process to make
community stakeholders as and mobilization. communicated to the decisions on resource
basis for resource allocation community as basis for allocation and mobilization.
and mobilization. resource allocation and
mobilization.

2. A regular dialogue for
planning and resource
programming - that is
accessible and inclusive,
continuously engage
stakeholders and support
implementation of
communication education.
Stakeholders are invited to
participate in the
development of an
educational plan in resource
programming and in the
implementation of the
educational plan.
Stakeholders are regularly
engaged in the I and
programming and in the
implementation of the
education plan.
Stakeholders collaborate to
ensure timely planning and
resource programming and
support continuous
implementation of the
education plan.

3. In the place is a Stakeholders support Stakeholders are engaged Stakeholders sustain the
community-developed judicious, appropriate and and share expertise in the implementation and
resource management system effective use of resources. collaborative development of improvement of a
that drives appropriate resource management collaboratively developed,
behaviors of the stakeholders system. periodically adjusted, amd
to ensure judicious, consistent-focused resource
appropriate and effective use management system.
of
4. Regular monitoring,
evaluation, and reporting
processes of resource
management are
collaboratively developed and
implemented by the learning
managers, facilitators and
Stakeholders are invited to
participate in the
development and
implementation of
monitoring, evaluation and
reporting processes on
resource management.
Stakeholders collaboratively
participate in the
development and
implementation of
monitoring, evaluation and
reporting processes on
resource management.
Stakeholders are engaged,
held accountable and
implement collaboratively
developed system of
monitoring, evaluation and
reporting for resource
management

5. There is a system that An engagement procedure to Stakeholders support a An established system of

manages the network and
linkages which strength and
sustain partnerships for
improving resource
management.
identify and utilize system of partnership for partnership is managed and
partnership with stakeholders improving resource sustained by the stakeholders
for improving resource management. for continuous improvement
management is evident. of resource management.
ESOURCES (15%)
ARTIFACTS
RATING REMARKS
* Regular/Annual Resource Inventory Records
* Records of Quarterly updated BEIS
* Records of updated personnel file
* SF 1 and 2
* Copies of School Report Card
* Copies of Transparency Bulletin Board
* Newsletter
* Copies of updated School Accomplishment Reports
* Records of General PTA Attendance during Meeting and Minutes
* School Site Development Plan
* School Land Tax Declaration/Title
* List of School Fiscal Committee Members
* School Treasurer Financial Report
* Inventory of Properties
* Government and Non-Government Properties
* Records of BEIS

* Records of gains of the implemented interventions

* Copies of invitations and confirmation of meeting for planning
purposes
* Minutes of Planning conducted, Attendance sheets, pictorials and
other documentations
* Copies of Fidelity Bond Document of School Principal
* Copies of the Plantilla of Teachers
* Copies of School Development Plan
* Copies of Brigada Eskwela Report/Assessment Tools/Forms
* Records of Innovations conducted
* Copies of Action researches
* Lists/Copies of Work Plan Implementation
* Copies of approved Project Proposal
* School Continuous Improvement Program
* Copy of school policies
* Copies of Resolutions
* Adopt a school program

* List of BAC Members

* List of Inspectorate Team
* Copies of Appointments of Teachers
* List of Feeding Beneficiaries
* List of working committees of School Feeding Program
* Financial Support on Brigada Eskwela
* List of Feeding Implementing Agencies
* Record of Annual AIP revision/Adjustment conducted
* Complete Records on Fiscal Management
* List of created School Committee to M&E on Resource Management
* Minutes of the Feedbacking, Attendance Sheet
* Records of regular resource inventory o properties
* Approved Annual Implementation Plan (AIP)
* Minutes, attendance sheets, narrative report on Annual AIP
revision/adjustment

* List/Records of created School Fiscal Management Council composed

of Parents, Teachers and Community Stakeholders
* Posted Monthly Financial Statement signed by the Financial
Management Committee on the School Transparency Board
* Updated Organizational Chart
* List of SGC Officers & Members with defined functions
* Compilation of Certificate of Appearance in barangay meetings
* Compilation of Certificate of Participation in Barangay Assembly
* Lists/Records of Barangay Donations
* Compilation/Records of Deed of Donations and Acceptance
* Copies of Memorandum of Agreement, pictorials, documentation
* Proposal, Narrative report, list of beneficiaries, attendance sheets of
school feeding program
* Copies of Annual PTA Financial Report
* Records of stakeholders support