DEPARTMENT OF EDUCATION

Regional Office VIII (Eastern Visayas)

Government Center, Candahug, Palo, Leyte

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

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

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

School Learning: _________________________________________________ Region/Division: ______________________________________

Name of School Head/LC Head: _____________________________________ Address: ______________________________________________

Date of Validation: ________________________________________________

Part III: Instruction to the Users:

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

Part IV: Rating Scale

0- No evidence
1- Evidence indicates developing structures and mechanisms are in place to demonstrate ACCESs
2- Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs
3- Evidence indicates practices and procedure satisfy quality standards

I. LEADERSHIP AND GOVERNANCE

1|Page
A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse
environments.
Indicators 1 2 3
1. In place is a Development Plan The development plan guided The development plan is evolved The development plan is
(e.g. SIP) developed collaboratively by by the school’s vision, mission through the shared leadership of enhanced with the community
the stakeholders of the school and and goal (VMG) is developed the school and community performing the leadership roles
community. through the leadership of the stakeholders. and the school providing
school and the participation of technical support.
some invited community
stakeholders.
Evidence: Evidence: Evidence:

 Approved SIP by SPT with the
following documents
 ACR with complete attachment
such as duly acknowledged notice
of meeting to SPT, attendance
sheet, program of activities
pictorials
 Accepted SIP by the SDS with the  Enhanced SIP with the following documents:
following documents
 ACR with duly acknowledged notice of
 MOA/MOU by the school and meeting to the SPT for the enhancement of
community stakeholders (as the SIP, attendance sheet, pictorials
parties) re: formulation of SIP
 ACR on the communication /
presentation of the SIP with the
following attachments: duly
acknowledged notice of meeting, ,
attendance sheet, program of
activities, pictorials

Other observations:

Indicators 1 2 3

2|Page
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
The school leads the regular
review and improvement of the
development plan.
The school and community
stakeholders working as full
partners, lead the continual
review and improvement of the
development plan.
The community stakeholders
lead the regular review and
improvement process; the
school stakeholders facilitate
the process.

Evidence: Evidence: Evidence:

 Accepted SIP and Adjusted AIP
with the following documents:
 ACR with duly acknowledged
notice of the school to the
stakeholders re: Review &
Improvement of the SIP / AIP,
attendance sheet, program ,
pictorials
 Adjusted SIP / AIP with the  Stakeholders-led SMEA with Adjusted AIP
following documents:
 ACR with duly acknowledged notice on the
 ACR with duly acknowledged conduct of SMEA , program of activity,
notice of the meeting re: continual attendance sheet, dashboard, pictorial
review & improvement of the SIP
 MOU / MOA

Other observations:

Indicators 1 2 3
The school defines the The school and community Guided by an agreed
organizational structure, and the collaboratively define the structure organizational structure, the
3|Page roles and responsibilities of and the roles and responsibilities of community stakeholders lead in
stakeholders. stakeholders. defining the organizational
structure and the roles and
responsibilities; school provides
3. The school is organized by a clear structure and
work arrangements that promote shared leadership
and governance and define the roles and
responsibilities of the stakeholders.
Evidence:
 School-developed
Organizational Structures
with Terms of Reference
(TOR)/ identified roles and
responsibilities of school
stakeholders.
Other observations:
4|Page
Evidence:
 ACR re: communication /
presentation of
Organizational Structures
with the following
attachments: duly
acknowledged notice of
meeting, program of activity,
attendance sheet, pictorials
Evidence:
 ACR with any of the ff; resolutions /
MOA / MOU / Pledge of Commitment
and program of activities, attendance
sheet, pictures and minutes of meeting
reflecting the names of community and
school stakeholders leading / initiating
the formation of organizational
structures with defined roles and
responsibilities.
 Indicators 1 2
4. A leadership network facilitates communication The school defines the
between and among school and community leaders organizational structure, and the
for informed decision-making and solving of school- roles and responsibilities of
community wide-learning problems stakeholders.
A network has been
collaboratively established
and is continuously
improved by the school
community.
Evidence:
Any of the ff:
 Quarterly Report on AIP
Implementation
 Updated Transparency board
Other observations:
5|Page
The school and community
collaboratively define the
structure and the roles and
responsibilities of
stakeholders.
The network actively provides
stakeholders information for
making decisions and solving
learning and administrative
problems.
Evidence:
Evidence:
 SMEA report highlighting
Any of the ff:
issues and resolutions
collaboratively identified by
stakeholders.
3
Guided by an agreed
organizational structure, the
community stakeholders lead in
defining the organizational
structure and the roles and
responsibilities; school provides
technical and administrative
support.
The network allows easy
exchange and access to
information sources beyond the
school community.
 Functional social media platforms of the
school
 Year End School Accomplishment Report
Cards widely disseminated to stakeholders.
 Indicators 1 2 3
5. A long term program is in operation that addresses Developing structures are in Leaders undertake training Leaders assume responsibility
the training and development needs of school and place and analysis of the modes that are convenient to for their own training and
community leaders. competency and development them (on-line, off-line, modular, development. School
needs of leaders is conducted; group, or home-based) and community leaders working
result is used to develop a long which do not disrupt their regular individually or in groups, coach
term training and development functions. Leaders monitor and and mentor one another to
program. evaluate their own learning achieve their VMG.
process.
Evidence: Evidence:
Evidence:
 Electronic Self-  ACR on the implementation of
Assessment Tool Result,  ACR on the conduct of designed L&D activities conducted in
Individual Plan for resource package highlighting different delivery modalities with
Development, School Plan the employed modalities supporting docs such as resource
for Professional with following supporting package, attendance sheet, pictorials
Development, L&D Profile docs such as attendance
of Teaching and Non- sheet, program of
teaching Personnel activities,pictorials

Other observations: Recommendations:

SCORE: Total Score =

5

Validated by:

6|Page
7|Page
 INDICATORS 1 2
1. The curriculum provides for 1
the development needs of all
types of learners in the school
All types of learners of the school
community
community are identified, their learning
curves assessed; appropriate programs
with its support materials for each type of
learner is developed.
Evidence:
 Established Assessment System with
results (Phil-IRI, numeracy test, Multiple
Intelligences Assessment Result,
Academic Performance Chart, 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
OTHER OBSERVATION:
II. CURRICULUM AND INSTRUCTION
8|Page
3
Programs are fully implemented and The educational needs of all types of learners are being
closely monitored to address met as shown by continuous improvement on learning
performance discrepancies, outcomes and products of learning. Teachers’ as well as
benchmark best practices, coach students’ performance is motivated by intrinsic rather than
low performers, mentor potential extrinsic rewards. The schools’ differentiated programs
leaders, reward high achievement, are frequently benchmarked by other schools.
and maintain environment that
Evidence:
makes learning meaningful and
enjoyable.  Improved learning outcomes (Achievement Rate, Promotion
Rate, Failure Rate)
Evidence:  Log Book/Record Sheet/ showing names of visitors
benchmarked school’s initiated programs/projects
 School Supervisory Plan (monthly)  School’s Best Practices Accomplishment Report
 Monthly Supervisory Report
 Any Program/Project to address
performance discrepancies/ deficits/gaps
e.g. RRE, School Remedial Program
 Reading Program/ ADMs Implementation
Report
 ACR/Narrative Report of INSETs
conducted
 ACR and copy of program for periodic
recognition (e.g. quarterly convocation/
year- end recognition rites)
 INDICATORS 1 2
2. The implemented curriculum is 1 The localized curriculum is
localized to make it more
meaningful to the learners and Local beliefs, norms, values,
applicable to life in the traditions, folklores, current events,
community and existing technologies are
documented and used to develop a
lasting curriculum. Localization
guidelines are agreed to by school
community and teachers are properly
oriented.
Evidence:
 Compilation of local literature
 Sample Lessons showing its utilization
 Lesson Plans showing the integration of
local literature
 ACR on the crafting of localized
curriculum guidelines duly signed by
school community
3. A representative group of
school and community
stakeholders develop the A representative team of school and
methods and materials for community stakeholders assess content and
developing creative thinking & methods used in teaching creative, critical
problem solving thinking and problem solving. Assessment
results are used as guide to develop materials.
Evidence:
9|Page
implemented and monitored closely to
ensure that it makes learning more
meaningful and pleasurable, produces
desired learning outcomes, and
directly improves community life.
Ineffective approaches are replaced
and innovative ones are developed.
Evidence:
 M & E/Supervisory Report on localized
curriculum
 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.)
Learning materials and approaches to
reinforce strengths and address
deficiencies are developed and tested
for applicability on school, family and
community.
3
Best practices in localizing the curriculum are
mainstreamed and benchmarked by other schools.
There is marked increase in number of projects that
uses the community as learning laboratory, and the
school as an agent of change for improvement of the
community.
Evidence:
 Log Book/Record Sheet showing names of visitors who
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)
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.
  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 (SMET)
Evidence:
 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)
Evidence:
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

4. The learning systems are 1 The monitoring system is accepted and

regularly and collaboratively
monitored by the community
using appropriate tools to ensure
the holistic growth
development of the learners and
the community
A school-based monitoring and learning
system is conducted regularly and
and cooperatively, and feedback is shared
with stakeholders.
The system uses a tool that monitors
the holistic development of learners.
Evidence:
 Procedure on the conduct of Monitoring
Evaluation & Adjustment (SMEA)
 Terms of Reference (TORs) of school’s M &
E team (SMET)
 SIP/AIP-based Monitoring & Evaluation
instrument /tool
 Schedule on the conduct of SMEA
regularly used for collective decision making.
The school-based monitoring and
learning systems generate feedback
that is used for making decisions that
enhance the total development of
learners.
A committee take care of the The monitoring tool has been improved to
continuous improvement of the tool. provide both quantitative and qualitative data.
Evidence: Evidence:
 Feedback mechanism for a well-informed  Result on the regular conduct of School Monitoring
decision making (e.g. suggestion box, text Evaluation and Adjustment (SMEA)
brigade, forums /assembly)  Updated/improved M & E Tool designed by the School
 Minutes of meeting of the M & E team M & E Team duly approved by the School Head/ SGC
before the conduct of School Monitoring,
Evaluation & Adjustment (SMEA)
 Record of M & E related activities
conducted

10 | P a g e
 5. Appropriate assessment tools
for teaching and learning are
continuously reviewed and
improved, and assessment The assessment tools are reviewed by the
results are contextualized to the school and assessment results are shared with The assessment tools are reviewed by the School assessment results are used to develop learning
learner and local situation and school’s stakeholders. school community and results are shared with programs that are suited to community, and customized to
the attainment of relevant life community stakeholders. each learner’s context, results of which are used for
skills. Evidence: collaborative decision-making.
Evidence:
 Competency based Test materials duly Evidence:
checked/ approved by the School Head  Structure in charge of the review and
(e.g. Table of Specifications, Periodical Test improvement of assessment tools (list and  Any document of a functional/operational community
Questions, Test/ Item Analysis, Item Bank, TOR) based initiated programs and/ or projects (e.g.
other test materials, etc.)  Minutes of meeting/ACR/ on: Community Learning Centers) conceptualized to
 ACR on the conduct of activity relative to - review of assessment tools address the learning deficits/ discrepancies of the
sharing of assessment results with school’s participated by stakeholders learners based from the school assessment results.
stakeholders (e.g. quarterly issuance of
Pupil/Student Report Card, issuance of
NAT and NCAE results to parents
6. Learning managers and
facilitators (teachers,
administrators and community
members) nurture values and Stakeholders are aware of Child/Learner-
Stakeholders begin to practice Learning environments, methods and resources are
environments that are protective Centered, right-based and inclusive principles of
child/learner-centered principles of education community driven, inclusive and adherent to child’s rights
of all children and demonstrate education.
in the design of support to education. and protection requirements
behaviors consistent to the
organization’s Vision, Mission
and Goals.
.

11 | P a g e
 Learning managers and facilitators conduct
activities aimed to increased stakeholders
awareness and commitment to fundamental
rights of children and the basic principle of
educating them.
Learning managers and facilitators apply the Learning managers and facilitators observe learner’s
principles in designing learning materials. rights from designing the curriculum to structuring the
whole learning environment.

Evidence Evidence
Evidence:
 List of Children’s Rights and  At least 70% of all of the 7 domains of the Child
 Barangay Dev. Plan/ Municipal Friendly School System (CFSS) tool are satisfied.
Responsibilities (in Filipino or vernacular) Investment Plan showing supports to  ACCESS compliant school plans ( AIP / SIP )
strategically placed/posted in a very education which are anchored on child/  School and community record of activities showing
conspicuous place learner-centered principles of education concern to children
 School policies which spell out the rights of  Four As (Activity, Analysis, Abstraction
children and Application) based lesson plans
 ACR/ Minutes of Meeting on the conduct of using/ integrating GAD and ABC
activity relevant to learner-centered, right- principles in the key behaviour
based, and inclusive principles of education indicator/value aim
/A Child &
 Community-Centered Education Systems
(ACCESs)
7. Methods and resources are
learner and community-friendly,
enjoyable, safe, inclusive,
accessible and aimed at
Practices, tools and materials for Practices, tools and materials for developing There is continuous exchange of information, sharing of
developing self-directed learners.
developing self-directed learners are self-directed learners are beginning to expertise and materials among the schools, home and
Learners are equipped with
highly observable in school, but not in emerge in the homes and in the community. community for the development of self-directed learners.
essential knowledge, skills, and
values to assume responsibility the home or in the community.
and accountability for their own

12 | P a g e
 learning.

The program is collaboratively The program is mainstreamed but continuously

Learning programs are designed and
developed to produce learners who are
responsible and accountable for their
learning.
implemented and monitored by improved to make relevant to emergent demands.
teachers and parents to ensure that it
produces desired learners.
Evidence: Evidence:

Evidence:  LCDs are shared with the parents for  ACR on community based FGD on LCD utilization
them to guide the learning activities of  Document/record of a sustained and/or improved
 Learning Competency Directory (LCD) per their children program for a self-directed learners
subject posted in the classroom (it is
anchored on the budget of lesson per
subject which reflects the competencies
covered in every grading period, date of
delivery, topics to be discussed, activities/
exercises to be used, book title and page
number)
 Learner’s PORTFOLIO
 RUBRICS developed by the learners
 Any document of a functional school
program to produce learners who are
accountable for their learning e.g. modular
instruction, peer tutoring and/or Youth Peer
Education
Other Observations: Recommendations SCORE: Total Score =
10

Validated By:

13 | P a g e
C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT
INDICATORS 1 2 3

There is an active party that initiates The stakeholders are engaged in Shared and participatory processes are used in
1. Roles and responsibilities of clarification of the roles and clarifying and defining their specific determining roles, responsibilities, and accountabilities
accountable person/s and responsibilities in education delivery. roles and responsibilities. of stakeholders in managing and supporting education.
collective body/ies are clearly
defined and agreed upon by
Evidence: Evidence: Evidence:
community stakeholders
 School has an organized team that Presence of the ff: Presence of the ff:
defines the roles and responsibilities of  Minutes of meeting/ FGD  School Handbook
the following:  ACR  Memorandum of Agreement/
- PTA,SGC, School’s Finance Team  Result of Focused Group Discussion Covenant/Contract
- PGO/SGO (FGD) (Duly signed by stakeholders to signify their accountabilities
- SIP Teams Showing involvement of stakeholders in and responsibilities in managing and supporting education)
- Grievance Committee clarifying and defining their specific roles
- Other Committees and functions through a flow chart
 List of roles and responsibilities
2. Achievement of goals is
recognized based on a
collaboratively developed
A community-level accountability system
performance accountability Performance accountability is practiced at the
is evolving from school-led initiatives. A community-accepted performance accountability,
system; gaps are addressed school level recognition and incentive system is being practiced.
through appropriate action
Evidence: Evidence: Evidence:
 System on School Monitoring Evaluation  Accomplishment reports /MOA duly signed by stakeholders
 System on School Monitoring Evaluation & Adjustment (SMEA) is established and  Institutionalized Recognition & incentive system
& Adjustment (SMEA) regularly conducted - Programs/memos on school-based awards giving
- Structure - SMEA Result both quantitative & - List of awardees stakeholders (internal & external)

14 | P a g e

INDICATORS
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
Evidence:
developed and agreed upon.
15 | P a g e
- Procedure
- Tools/instrument
1 2
The school articulates the
accountability assessment framework with
basic components, including
implementation guidelines to the
stakeholders.
Evidence:
 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
The school, with the participation of
stakeholders, articulates an
accountability assessment framework
with basic components, including
implementation guidelines.
School-Based Accountability
Assessment Framework
qualitative
- Feedback from stakeholders
(through suggestion box, text
brigade, forum/ assembly,)
-
Stakeholders are engaged in the
development and operation of an
appropriate accountability
assessment system.
Evidence:
 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
Stakeholders are engaged in the
development and operation of an appropriate
accountability assessment system.
Evidence:
School-Based Accountability
Assessment Framework
-Structure
3
School community stakeholders continuously and
collaboratively review and enhance accountability
systems’ processes, mechanisms and tools.
Evidence:
 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
Stakeholders continuously and collaboratively review and
enhance accountability systems; processes, mechanism
and tools.
Evidence:
School-Based Accountability
Assessment Framework
 -Structure -Processes -Structure
-Processes -Tools -Processes
-Tools -Tools

With the following documents: With the following documents:

With the following documents:
 Invitation letter to stakeholders
 Minutes in the articulation of the
Accountability Assessment
Framework
 School-Based Accountability
Assessment System developed
5. Participatory assessment of
performance is done regularly
with the community. Assessment The school initiates periodic
results and lessons learned performance assessment with the
serve a basis for feedback, participation of stakeholders.
technical assistance, recognition Evidence:
and plan adjustment.
 Quarterly Report on School Monitoring
Evaluation & Adjustment
Observations:
 Quarterly accomplished/utilized
accountability assessment tools
(SHs, T’s, Pupils, Parents, External
Stakeholders)
 Or any document proving the
engagement in the development and
operation of the accountability
assessment system
Collaboratively conduct of performance
assessment informs planning, plan
adjustments and requirements for
technical assistance.
Evidence:
 Integrated SMEA results to:
- SIP/AIP
- Technical Assistance Plan
Recommendations:
 Any document showing the continuous and collaborative
review and enhancement of accountability system;
processes, mechanism and tools
School-community-developed performance assessment is
practiced and is the basis for improving monitoring and
evaluation system, providing technical assistance, and
recognizing and refining plans.
Evidence:
 SMEA served as basis for:
- Adjusted SIP/AIP
-Adjusted Monitoring &
Evaluation System
-Adjusted Technical
Assistance Plan
SCORE: Total Score =
10

Validated By:

16 | P a g e
 IV. MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3
1. Regular resource inventory is Stakeholders are aware that a Resource inventory is Resource inventories are
collaboratively undertaken by regular resource inventory is characterized by regularity, systematically developed and
learning managers, learning available and is used as the increased participation of stakeholders are engaged in a
facilitators, and community basis for resource allocation stakeholders, and communicated collaborative process to make
stakeholders as basis for resource and mobilization. to the community as the basis for decisions on resource allocation
allocation and mobilization. resource allocation and and mobilization.
mobilization.
Evidence: Evidence: Evidence:

 Timely submission of liquidation  No adverse COA findings on liquidation of

 MOOE – utilization per cash reports MOOE
program  Memos/minutes of meeting by  Evidence of pledges of support from external
 Proper liquidation submitted finance team (school level) stakeholders:
monthly  School head  PTA
 Minutes of the regular meetings  Treasurer  LGU
(with attendance sheet) attended  Disbursing Officer, etc.  Barangays
by:  Invitation to  Alumni
 School board trainings/orientation/planning  NGO
 Alumni conference by NGO’s, LGU’s and  Foundations
 PTA GA’s  ACR for resource generation activities:
 NGO  Copies of plans and programs with  Brigada Eskwela
 School Finance DepEd concerns integrated from  Other programs/projects/activities
Committee NGO’s, LGU’s and GA’s  Updated report on disbursement of resources
 Proposals for activities and projects  Minutes of the meetings conducted generated according to intended purpose (e.g.
prepared, submitted, and approved popularity contests, pledges, etc.)

17 | P a g e
 by donors, funding agencies for
needed/relevant school
projects/activities
Indicators 1 2
2. A regular dialogue for planning and Stakeholders are invited to
resource programming, that is participate in the development of
accessible and inclusive, an educational plan in resource
continuously engage stakeholders programming and in the
and support implementation of implementation of the
community education plans. educational plan.
Evidence:
 Timely issuance of memo and
minutes of regular meetings (with
attendance sheets) of the finance
team (school level)
 Timely issuance of memo and
concerned DepEd personnel and
invitation to external
stakeholders/GA’s for regular
conferences
 Regular posting of financial
statements/financial report
rendered to stakeholders during
the conference
3. In place is a community-developed Stakeholders support judicious,
resource management system appropriate, and effective use of
that drives appropriate behaviors resources.
of the stakeholders to ensure Evidence:
judicious, appropriate, and  Copy of the Barangay /Municipal/
effective use of resources. Provincial Annual
 Budget plan reflecting allocation
18 | P a g e
regularly with stakeholders to
generate and sustain support for
DepEd programs, projects,
activities
Stakeholders are regularly engaged
in the planning and resource
programming and in the
implementation of the education
plan.
Evidence:
Proof of support that amount has been
generated and deposited in banks
Stakeholders are engaged and
share expertise in the collaborative
development of resource
management system.
Evidence:
 Financial disbursements of the fund
provided by the barangay/municipal/
 Updated inventory of projects completed
 Completed projects utilized by the school for
the purpose (intended beneficiaries and more)
3
Stakeholders collaborate to
ensure timely and need-based
planning and resource
programming and support
continuous implementation of
the education plan.
Evidence:
 Rendering of
monthly/bi-monthly/quarterly/semestral/annual
consultative conference with finance/management
team, stakeholders, funding agencies and donors
 Updated status report of resources generated and
disbursement for the intended purpose
 Updated financial statement posted on the
transparency board
 Sustained resource generation to support the
school SIP implementation
Stakeholders sustain the
implementation and improvement
of a collaboratively developed,
periodically adjusted, and
constituent-focused resource
management system.
Evidence:
 SRC showing the significant decrease in the
 for the school
 Copy of resolution for IRA,
Municipal /Provincial SEF
 Copy of the disbursement voucher
of the fund allocated for the school
with photocopied cheque
4. Regular monitoring, evaluation, and Stakeholders are invited to
reporting processes of resource participate in the development
management are collaboratively and implementation of
developed and implemented by monitoring, evaluation, and
the learning managers, facilitators reporting processes on resource
and community stakeholders. management.
Evidence:
 Letter of invitation to stakeholders
on the development and
implementation of monitoring,
evaluation, and reporting
processes on resource
management
 With proof of attendance i.e.
certificate of appearance/travel
order, attendance sheet
 SMEA structure with terms of
reference
Indicators 1 2
19 | P a g e
provincial
 Letter of invitation for the school
head to attend budgeting and
planning coming from the barangay
council/municipal office/provincial
office/NGOs
 Copy of minutes from the barangay
secretary/ municipal office/provincial
office
Stakeholders collaboratively
participate in the development
and implementation of
monitoring, evaluation, and
reporting processes on resource
management.
Evidence:
 ACR on the development and
implementation of monitoring,
evaluation, and reporting processes
on resource management
 Quarterly/Annual SMEA report
number of non-serviceable/repairable school
facilities
 Write-up on school community developed
resource management system
 ACR on Bigada Eskwela and other activities
support ed by the barangay /municipal/
provincial/NGOs etc.
Stakeholders are engaged, held
accountable and implement a
collaboratively developed
system of monitoring, evaluation
and reporting for resource
management.
Evidence:
 School Community stakeholders implementation
report on the M & E and reporting system for
resource management
 Add –on documentations such as pictorials etc….
3
 5. There is a system that manages
the network and linkages
which strengthen and sustain
partnerships for improving
resource management.
An engagement procedure to
identify and utilize partnerships
with stakeholders for improving
resource management is
evident.
Stakeholders support a system of
partnerships for improving
resource management.
An established system of
partnership is managed and
sustained by the stakeholders
for continuous improvement of
resource management.

Evidence: Evidence: Evidence:

 ACR/ PCR/based on existing MOA / MOU,
 Letter of invitation  MOA/MOU Resolution, Deed of Donations and Pledges
 Minutes of meetings with  Resolutions  Status report
attendance sheet  Deed of Donation  Monthly/ quarterly financial report of any
 Organized Resource Generation  Pledges sustained resource generating activity
Committee with corresponding  Delivery Receipts  Minutes of regular meetings with attendance sheet
TORs  Feasibility study / Project Proposal  Any document that would prove the presence of a
 Minutes of meetings conducted by sustained income generating project/ activity lead
the Resource Generation by the stakeholders
Committee
Other observations: Recommendations:

EFFECTIVE /BEST PRACTICES:

SUMMARY OF RATING FOR SCHOOL YEAR 2015-2016

I. Leadership and Governance (30%)
II. Curriculum and Instruction (30%)
III. Accountability and Continuous Improvement (25%)
IV. Management of Resources (15%)
TOTAL SCORE (Sum of all weighted ratings)

20 | P a g e
21 | P a g e