SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
INDICATORS
A. LEADERSHIP & GOVERNANCE
1. In place is a Development Plan
(e.g. SIP) developed
collaboratively by the
stakeholders of the school and
community.
Notes: All suggested MOVs or
artifacts herein indicated can
encompass other components
and thereby considered as
proof of performance
achievement for schools.
2. The development plan (e.g. SIP) is
regularly reviewed by the school
community to keep it up responsive
and relevant to emerging needs,
challenges and opportunities.
1 2
 Approved/Accepted
SIP/Development plan
- with the following
documents
 Letter of Invitation of
the school to some
community
stakeholders
re: formulation of
SIP/Dev’t Plan
 ACR with pictorials
Or
 Any other documents proving
that SIP was developed
through the leadership of the
school and such was
participated in by some
community stakeholders
 Improved /Adjusted SIP/Dev’t
Plan
- With the following
 Letter of invitation of the
school to the stakeholders
re: Review & Improvement
of the Dev’t Plan
 ACR (with pictorials)
Or
1
3
 Approved/Accepted  Approved /Accepted SIP &
SIP/Dev’t Plan Enhanced Dev’t Plan
- with the following - with the following
documents documents:
 MOA/MOU by the  Invitation of the
school and stakeholders to other
community stakeholders and the
stakeholders (as school for the
parties) re: enhancement of the
formulation of SIP/Dev’t Plan
SIP/Dev’t Plan  Program of activities,
 Program of activities minutes of workshop &
and minutes of ACR (with pictorials)
workshop or ACR Or
(with pictorials)  Any other document proving
Or that there was enhancement of
 Any other documents SIP/Dev’t Plan & such activity
proving that SIP/Dev’t Plan was led by the community &
was developed through the technical assistance was
shared leadership of the provided by the school
school and the community
 Improved /Adjusted  Improved /Adjusted SIP/Dev’t
SIP/Dev’t Plan Plan
-with the following: -with the following:
 MOA/MOU by the  Invitation of community
school & the stakeholders re: regular
community review & improvement of
stakeholders (as the Dev’t Plan
parties) re:  ACR (with pictorials)
Partnering for Or
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
3. The school is organized by a clear
structure and work arrangement that
promote shared leadership and
governance and define the roles and
responsibilities of the stakeholders.
 Any other documents
(printed/electronic) proving
 that the Dev’t Plan as reviewed
and improved through the
leadership of the school
 School developed
Organizational Structures of
teaching and non-teaching
personnel and stakeholders
( SBM, SPT, SGC, PTA , Alumni,
etc.)
 -School Memo
 -letter of invitation
 -Designation
letter/Appointment signed by
the School Head
 -screenshots of
communications (e.g. alumni,
etc.)
2
continual review &
improvement of the
Dev’t Plan
 ACR (with pictorials)
Or
 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
 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 other document
(printed/electronic) proving that
the community stakeholders led
 to the regular review &
improvement process & the
school facilitated the process
Any of the ff:
 Minutes of Meetings/ACR
 Resolutions/MOAs/MOUs
 Programs/Matrices/Pictorials
(Reflecting names of community
and school stakeholders
leading/initiating the formation
of organizational structure with
defined roles and
responsibilities)
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
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.
5. A long term program is in operation
that addresses the training and
development needs of school and
community leaders.
Any of the ff:
 Transparency board
 suggestion box
 log sheets/log books
 or any information network
(MIS/SIS/s, etc.) established
functionally in school
Any of the ff:
 Summary Report of Training
Needs Analysis (TNA) based
from the RPMS Development
Plan- Part 3 of IPCRF
 List of trainings attended by
teaching and non-teaching
personnel as indicated in the
updated PDS
 Any document which would
prove that there is likewise a
program for community
stakeholders
3
 State of the School Address
(SOSA) showing 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.
 Training Implementation
Plan of on-going
Professional Training and
Development Program
based from TNA /shown in
the SIP shared to
community leaders.
  Short Narratives
 Complete Project
Proposal
Any of the ff:
 Mid –Year ( October) and Year-
end School Report Card ( March)
signed by the SDS
 School Paper showing Year End
SARCs widely disseminated to
stakeholders
 On line accounts or any
functional/operational school
communication program
showing regular and easy access
to school information
Any of the ff:
 ACR on Training and
Development Activities
 School Memo
 Minutes of Meeting
 Pictures
 Attendance
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
B. CURRICULUM AND INSTRUCTION
1. The curriculum provides for
the development needs of all
types of learners in the
school community
Notes: All suggested MOVs or
artifacts herein indicated can
encompass other
components and thereby
considered as proof of
performance achievement for
schools.
2. The implemented curriculum is
localized to make it more meaningful
 Established Assessment System
with results (Phil-IRI, numeracy
test, Multiple Intelligences
Assessment Result, Academic
Performance Chart, Summative
Assessment etc.)
 Learners’ profile (student
tracking system)
 Support Materials (IM’s,
 Competency Based Budget of
Lessons, Lesson Exemplars)
 Any Program/Project to address
learning deficits/ performance
discrepancies e.g. RRE/ Reading
Program Intervention Materials
and ADM Modules
 Research Proposal
 Compilation of local literature
 Sample Lessons showing its
4
 School Supervisory Plan
(monthly)
 Monthly Supervisory Report
 ACR/Narrative Report of
INSETs conducted
 ACR and copy of program
for periodic recognition (e.g.
quarterly convocation/ year-
end recognition rites)
 Conducted Research
 M & E/Supervisory Report
on localized curriculum
 Improved learning outcomes
(Achievement Rate, Promotion
Rate, Failure Rate)
 Log Book/Record Sheet/
showing names of visitors
benchmarked school’s initiated
programs/projects
 School’s Best Practices
Accomplishment Report
 Research Outcomes
 Log Book/Record Sheet showing
names of visitors who
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
to the learners and applicable to life
in the community
3. A representative group of school
and community stakeholders develop
the methods and materials for
developing creative thinking &
problem solving
4. The learning systems are regularly
and collaboratively monitored by the
community using appropriate tools to
utilization
 Lesson Plans showing the
integration of local literature/use
of community as laboratory for
learning
 ACR on the crafting of localized
curriculum guidelines duly signed
by school community
 Copies of
localized/contextualized
 IMs/LMs/CGs per Learning Area
 List of trainings conducted on
localization/contextualization of
materials
Minutes of meeting or any document
as MOV that the content and method
used in teaching were assessed by
any of the ff. team:
 PTA
 School Governing Council
(SGC)
 School Planning Team (SPT)
 School M & E Team
 Procedure on the conduct of
Monitoring Evaluation &
Adjustment (SMEA) using the AIP
5
 Adjusted localized
curriculum
 Sample performance
outputs that could be
utilized to improve
community life (e.g. solid
waste management, tree
planting/ linis bayan activity,
etc.)
 Initiated by school
 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)
 Minutes of meeting of the
M & E team before the
conduct of School
benchmarked good or best
practices of school’s localized
curriculum
 Accomplishment Report on the
School’s Best Practices in
Localizing the Curriculum
 Any document/s of school’s
initiated project that uses the
community as a learning
laboratory (e.g. school-
community livelihood projects)
 Evidences of improved
performance
Any of the following:
 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
 Write-up or any document of an
existing functional/operational
community-based learning
action cell
 Result on the regular conduct of
School Monitoring Evaluation
and Adjustment (SMEA) signed
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
ensure the holistic growth and
development of the learners and the
community
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.
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.
checklist
 Schedule on the conduct of
SMEA
The assessment tools are reviewed
by the school and assessment results
are shared with schools stakeholders.
Evidence:
 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.)
 List of Children’s Rights and
Responsibilities (in Filipino or
vernacular) strategically
placed/posted in a very
conspicuous place
 School policies which spell out
the rights of children
 ACR/ Minutes of Meeting on the
conduct of activity relevant to
learner-centered, right-based,
and inclusive principles of
6
Monitoring, Evaluation &
Adjustment (SMEA)
The assessment tools are
reviewed by the school
community and results are
shared with community
stakeholders.
Evidence:
 ACR on the conduct of
activity relative to sharing of
assessment results with
school’s stakeholders (e.g.
quarterly RECOGNITION/
issuance of Pupil/Student
Report Card, issuance of
NAT and NCAE results to
parents
 Barangay Dev. Plan/
Municipal Investment Plan
showing supports to
education which are
anchored on child/ learner-
centered principles of
education
 Four As (Activity, Analysis,
Abstraction and Application)
based lesson plans using/
integrating Gender and
Development principles in
by the SDS ( SMEA reports)
-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
Evidence:
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
 At least 70% of all of the 7
domains of the Child Friendly
School System (CFSS) tool are
satisfied.
 ACCESS compliant school plans
( AIP / SIP )
 School and community record of
activities showing concern to
children
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION

education /A Child & the key behaviour

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.
 Community-Centered Education indicator/value aim
Systems (ACCESs)
 Learning Competency Directory  Utilization of LCDs are  Any document of a functional
(LCD) per subject posted in the shared with the parents for school program to produce
classroom (it is anchored on the them to guide the learning learners who are accountable
budget of lesson per subject activities of their children for their learning e.g. modular
which reflects the competencies through Focused Group instruction, peer tutoring and/or
covered in every grading period, Discussion (FGD) Youth Peer Education
date of delivery, topics to be
discussed, activities/ exercises to
be used, book title and page
number)
 Learner’s PORTFOLIO

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

1. Roles and responsibilities of
accountable person/s and
collective body/ies are clearly
defined and agreed upon by
community stakeholders
Notes: All suggested MOVs or
artifacts herein indicated can
encompass other components
 School has an organized team that
defines the roles and
responsibilities of the following:
- PTA,SGC, School’s Finance
Team
- PGO/SGO
- SIP Teams
- Grievance Committee
7
Presence of the ff:
 Minutes of meeting/ FGD
 ACR
 Result of Focused Group
Discussion (FGD)
Showing involvement of
stakeholders in clarifying
and defining their specific
Presence of the ff:
 School Handbook
 Memorandum of Agreement/
Covenant/Contract
(Duly signed by stakeholders to
signify their accountabilities and
responsibilities in managing and
supporting education)
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
and thereby considered as - Other Committees
proof of performance  List of roles and responsibilities
achievement for schools.
 Level 1
 -PTA
 -SGC
 -SIP Team
 -Grievance Committee
 -School Finance Team
 -List of Roles & responsibilities
2. Achievement of goals is recognized  System on School Monitoring
based on a collaboratively developed Evaluation & Adjustment (SMEA)
performance accountability system; - Structure
gaps are addressed through - Procedure
appropriate action. - Tools/instrument
 -State of the School Address
(SOSA)
 -School Organizational Chart
8
roles and functions
through a flow chart
Level 2
-Presence of the ff:
-minutes of meeting
-Result of Focused
-Group Discussion (FGD)
-Involvement of stakeholders
(pictorials)
 System on School
Monitoring Evaluation &
Adjustment (SMEA) is
established and regularly
conducted
- SMEA Result both
quantitative &
qualitative
- Feedback from
stakeholders (through
suggestion box, text
brigade, forum/
assembly
 Indicate criteria per
indicator
 Barangay Officials
Level 3
-Presence of the ff:
School Handbook
MOA (duly signed by stakeholders)
Other Documents
-School organizational chart
- Profile of teachers & Personnel
-PTA bulletin board in classroom
-Conflict Management Report
 Accomplishment reports /MOA
duly signed by stakeholders
 Institutionalized Recognition &
incentive system
- Programs/memos on
school-based awards giving
- List of awardees
stakeholders (internal &
external)
 Record of School Personnel ,
Learners and Stakeholders
Participation
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
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
 -Performance Accountability
System
 -Rewards and incentives system
 -PTA/SGC Assembly
 -PTA Initiated Project
 -School Report Card (SRC)
 Additional Supporting documents
such as:
 Narrative Report with pictures
Attendance
 Any school’s initiated
accountability assessment
framework with structure &
implementing guidelines (as part
of the school handbook)
 Communication letter
 Pictorials
 Attendance Sheet
 Minutes of meetings containing
the suggestions for improvement
or the like
 Accountability, records,
transparency, board, F.S.
documents
 -SOBA by Brgy. Chairman during
Christmas Gathering or
Graduation Program
 _SOSA by the School Head during
9
 Alumni Association
 C.I. Team
 SBM TEAM
Records or
Proofs/evidence- clearly
defined accountability &
shared governance
(role/responsibility)
 ACR/accomplishment
Report/Minutes of
Meeting duly signed by
the stakeholders who
participated in the crafting
of the accountability
assessment framework.
 Any document showing
that the system is
operational
 school-led organization election
 Copy of D/R
 Meeting
 Attendance
 Signed Agreement
 Oath of Office
 Policy formulation
 Resolutions/Amendment
 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
 Adjusted assessment system
 Resolution for any adjustments
that will be collaboratively
approved by the stakeholders
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION

4. Accountability assessment criteria
and tools, feedback mechanisms, and
information collection and validation
techniques and processes are inclusive
and collaboratively developed and
agreed upon.
Graduation Program
 -SRC-School Report Card
 -PTA Project proposal
 -Brigada Eskwela reports
 -ASP-Quarterly Reports
 -Monitoring and Evaluation tool
for program & projects
School-Based Accountability
Assessment Framework
-Structure
-Processes
-Tools
With the following documents:
 Invitation letter to
stakeholders
 Minutes in the articulation of
the Accountability Assessment
Framework
 School-Based Accountability
Assessment System developed
School-Based Accountability School-Based Accountability
Assessment Framework
-Structure
-Processes
-Tools
With the following
documents:
 Quarterly
accomplished/utilized
accountability
assessment tools (SHs,
T’s, Pupils, Parents,
External Stakeholders)
Assessment Framework
-Structure
-Processes
-Tools
With the following documents:
 Any document showing the
continuous and
collaborative review and
enhancement of
accountability system;
processes, mechanism and
tools

Or any document
proving the
engagement in the
development and
operation of the
accountability
assessment system

A. Documents Showing:
1. Organization of the School
Accountability and Assessment Body

10
SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION

(to monitor and evaluate school

systems and processes on C.I.)

2. Addressing Gaps on Learning
Outcomes
2.1 School Forms
2.2 School-Initiated Programs (C.I)
2.3 School M& E
2.4 Awards System
3. Organization of SGC-CI
3.1 SEC registration
3.2 SGC Commitment Form
3.3 CI Action Plan/Implementation
Plan
3.4 CI Accomplishment Report
3.5 M&E Tool-CI
3.6 Transparency Board
-Letter of invitation to stakeholders on
the development and implementation
of M&E and reporting processes on
resource management
-Attendance Sheet
-SMEA structure with TOR
-ACR on the development and
implementation of M&E and reporting
process and resource management
Quarterly/Annually SMEA report
-School Community Stakeholders
implementation report on the

M&E & reporting system for resource

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 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
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.
Pictorials
-Suggestion Box
-Survey Questionnaire
Financial statement of generated fund
Copy of minutes of the meeting
 Quarterly Report on School  Integrated SMEA results  SMEA served as basis for:
Monitoring Evaluation & to: - Adjusted SIP/AIP
Adjustment - SIP/AIP -Adjusted Monitoring &
- Technical Assistance Evaluation System
Plan -Adjusted Technical
Assistance Plan
 . Electronic Management  
Information System
 2. School policies, rules and
regulations, memoranda & orders
 3. Student/Pupils Handbook
 4. Annual Report
 5. Academic & co-curricular
activities reports
 6. Transparency Board
 7. Programs & Projects (PAPs)
mandated
 8. DepEd Orders, Memoranda,
Policies and Guidelines
 9. Instructional Materials
Inventory
 10. Teachers made LMs/IMs
Inventory
 11. School Property Inventory
12
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
 12. Schools Initiated Program
and Projects
 13. National Gardening Program
D. MANAGEMENT AND RESOURCES
1. Regular resource inventory is  MOOE – utilization per
collaboratively undertaken by cash program
learning managers, learning  Proper liquidation
facilitators, and community submitted monthly
stakeholders as basis for
 Minutes of the regular
resource allocation and
meetings (with
mobilization.
attendance sheet)
attended by:
 School board
 Alumni
 PTA
 NGO
 School Finance
Committee
 Proposals for activities
and projects prepared,
submitted, and approved
by donors, funding
agencies for
13
 Timely submission of  Evidence of pledges of
liquidation reports support from external
 Invitation to stakeholders:
trainings/orientation/ - PTA
planning conference - LGU
by NGO’s, LGU’s and - Barangays
GA’s - Alumni
 Copies of plans and - NGO
programs with DepEd - Foundations
concerns integrated  ACR for resource
from NGO’s, LGU’s generation activities:
and GA’s - Brigada Eskwela
 Minutes of the - Other
meetings conducted programs/projects
regularly with /activities
stakeholders to  Updated report on
generate and sustain disbursement of
support for DepEd resources generated
programs, projects, according to intended
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
2. A regular dialogue for planning
and resource programming,
that is accessible and inclusive,
continuously engage
stakeholders and support
implementation of community
education plans.
3. In place is a community-developed
resource management system that
needed/relevant school activities purpose (e.g. popularity
projects/activities contests, pledges, etc.)
 SOB, WFP  Updated inventory of
 -Inventory of Equipment projects completed
 -learning  Completed projects
materials/devices utilized by the school for
the purpose (intended
beneficiaries and more)
 Timely issuance of memo  Proof of support that  Rendering of monthly/bi-
and concerned DepEd amount has been monthly/quarterly/
personnel and invitation generated and semestral /annual
to external deposited in banks consultative conference
with
 stakeholders/GA’s for finance/management
regular conferences team, stakeholders,
 Regular posting of funding agencies and
financial donors
statements/financial  Updated status report of
report rendered to resources generated and
stakeholders during the disbursement for the
conference intended purpose
 Journals of  Updated financial
Accomplishment, statement posted on the
Achievements & Initiated transparency board
Projects done  Sustained resource
generation to support the
school SIP
implementation
 Copy of the disbursement  Letter of invitation for
voucher of the fund the school head to  SRC showing the significant
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 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
drives appropriate behaviours of the allocated for the school
stakeholders to ensure judicious, with photocopied cheque
appropriate, and effective use of
resources.
4. Regular monitoring, evaluation, and  Letter of invitation to
reporting processes of resource stakeholders on the
management are collaboratively development and
developed and implemented by the implementation of
learning managers, facilitators and monitoring, evaluation, and
community stakeholders. reporting processes on
resource management
 With proof of attendance
i.e. certificate of
appearance/travel order,
attendance sheet
15
attend budgeting and decrease in the number of
planning coming from non-serviceable/repairable
the barangay school facilities
council/municipal  Write-up on school
office/provincial community developed
office/NGOs resource management
 Records of PTA Annual system
Progress Report and  ACR on Bigada Eskwela and
Financial Report other activities supported
 Records of PPA by the barangay /municipal/
supported by the provincial/NGOs etc.
stakeholders
 Records of contributions
and proceeds from
stakeholders/ Deeds of
Donation & Deeds of
Acceptance

 ACR on the  School Community
development and stakeholders
implementation of implementation report on
monitoring, evaluation, the M & E and reporting
and reporting processes system for resource
on resource management
management
 SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL WITH CONTEXTUALIZED MOVS
AND ARTIFACTS FOR VALIDATION
5. There is a system that manages the  Organized Resource
network and linkages which strengthen Generation Committee
and sustain partnerships for improving with corresponding TORs
resource management.  Social Mobilization and
networking system
 Social Media
accounts/Email/website
 Resolutions/SEF letter of
request
16
 Delivery Receipts  Any document that would
 Feasibility study / prove the presence of a
Project Proposal sustained income
 Feasibility generating
study/Project- project/activity lead by
Proposal the stakeholders
(Partnerships)  Impact Evaluation
 Innovation re:
 Improving Partnership