SBM-MOVS

SBM MEANS OF VERIFICATION (MOVs)
SBM Dimension: LEADERSHIP

Standard MOVs for L1 MOVs for L2 MOVs for L3 MOVs for L4
1. The school The school identifies The school institutionalizes The school, with its The school positively
fosters a opportunities where aprogram that fosters a stakeholders, influences
culture that excellence and continuous culture of excellence and collaborate in ensuring the transformation of
improvement can be continuous improvement the sustainability of other schools into
encourages practiced by all school - List of conducted promoting a culture of excellent and
excellence and personnel and learners Programs/Project excellence and continuously
continuous - List of activities implementation continuous improvement improving organization
improvement participated by personnel Monitoring and Review - List of established - Recognition
and learners on Goals Activities system/processes/ documents/paraphernali
Setting, Action Plan - Inventory of procedures a
Development, Assessing the eSIP/School - List of available  Certificate of
results, reflecting and Project Monitoring handbook/manual recognition/appreciatio
adjusting plans, planning and Evaluation such as SMEA Manual, n from other schools
activities found in SIP-AIP (M&E) Planning Manual, etc.  Other awards
 Strategic Planning with - Quarterly SMEA  Quality received from other
ACR on: report reflected in Management schools
- SIP, AIP, WFP, etc. SIP-AIP System (QMS)
 Implementation Plans  List of conducted and  School system/
(Action Plans) monitored PPAs based processes/procedur
 Reports on: on the current AIP es existing in the
- M&E  M&E report and school
- Analysis of M&E review activities  School
Action Taken Report  Quarterly SMEA Handbooks/
on Operational Plans Report manuals
Adjustment with ACR
DEPARTMENT OF EDUCATION REGION III

SBM MEANS OF VERIFICATION
LEADERSHIP (MOVs)
SBM Dimension:
2. The school The school demonstrates The school The school with The school extends a model
communicates knowledge of the DepEd communicates the stakeholders, of
the VMVs DepEd VMVs to the makes use of its effectiveness to a
- List of strategies of understanding of the community of school
DepEd wider school DepEd VMVs to sustain - List of
VMVs to ensure communicating the community to ensure promotion of school awards/certificates of
shared DepEd VMVs shared understanding effectiveness recognition on school
understanding  School website and promote school - Inventory of the effectiveness received
and promote  School FB Account effectiveness SIP/School from other school
school  Leaflets/ - List of school Improvement - Compilation of
effectiveness Brochures/ activities with ACR Project Designs Competition- Based
where attainment of - Compilation of SIP-AIP Recognition
Newsletter/flyers/ based project reports Documents/Paraphern
tarpaulin/posters DepEd VMVs  List of PPAs alia
 Transparency/ communicated to conducted with  Certificate of
Bulletin Board stakeholders Project Designs/ Recognition received
 School Paper  General Assembly Project Proposals from other school
 Communication  School Meetings  Other programs for  Trophies received
plan, flow and  Others the improvement of from other schools
system ACCESS
 Other school PPA s

3. The school develops The school develops a The school develops an The school regularly The school positively
an strategic plan evidenced- reviews and influences a
environment-based aligned with the VMVs based strategic plan adjusts the annual community of schools to
strategic plan - Strategic planning aligned with the VMVs implementation plan develop a functional and
on the development - Approved Developed in relation to an effective evidence- based
of:  SIP, SIP-AIP, APP, evidence-based strategic plan
 SIP WFP (PPAs), etc. strategic plan - List of schools that were
 AIP - Report on Strategic/ - ACR on the provided assistance on
 WFP Tactical/ conducted Mid eSIP
 APP Operational/ and Year-End development and
 Others Implementation eSIP/AIP Reviews implementation
- Activity Completion Plans and Adjustments - Documentation of
Report (ACR) - - Proof of provision of TA to other
Adjustment made schools
 SIP/AIP  TA Plan
 Strategy/  Signed TA
Actions/ Agreement Form
Specific  TA Tracking Form
Activities, etc. - Proof of recognition/
 Report on Catch- appreciation received
Up Plan and from other school
Supplemental  ACR
Plan

4. The school The school identifies The school provides The school collaborates with its The school creates
cultivates leadership appropriate opportunities stakeholders in designing a venues where shared
leadership opportunities for its for its personnel to developmental plan on the leadership can be
among its personnel perform leadership cultivation and practice of actively
personnel by - List of roles and leadership roles and promoted in a
providing updated/posted responsibilities responsibilities community of
opportunities to comprehensive - Strategic planning of - Proof of stakeholders school
perform School Teacher- engagement in Project - Compilation of
leadership Leadership and Led activities/ Implementation per (SL/C) Competition- Based
roles and Coordinatorship programs per (SL/C)  School Memo/Letter Recognition
responsibilities (SL/C) with ACR  Letter of Invitation to  Certificate of
 With TORs  Approved stakeholders Awards
 With Implementation  ACR  Trophies
Designation/ Plan  Resolutions  Photos
Appointment - Quarterly  Captioned photos (captioned)
 With Oath of Accomplishment - ACR of Project/Program - Documents/
Office Reports of Teacher- Implementation with the Paraphernalia re:
 With photos Led stakeholders during and Shared Leadership
 ACR of each activities/programs after  Certificate of
(SL/C) per (SC/L) - ACR on M&E of each recognition/
- ACR on project/program appreciation
activities/programs implemented  ACR
implemented

SBM Dimension: GOVERNANCE
1. The school  The school informs  The school and  The stakeholders initiate  The school promotes
ensures active stakeholders about stakeholders create collaboration with the school the strengthening of
participation of school government initiatives relative to in creating initiatives relative stakeholders
internal and and operations school governance to school governance and participation in a
external - Existence of the and operations operations community of schools
stakeholders in different School - List of approved  Inventory of letters from through the sharing of
school Organizational School external stakeholders best practices
government Structure (SOS): Organization (signifying their intention to - Documentation of the
and operations  List of Funded Programs, support the identified school utilization of best
updated/posted Projects and PPA) practices in Level 3 to
comprehensive Activities  List of SOS Accomplished other schools
School including the Projects  includes certificate of
Organizational following  Documentation that recognition by the
Structure (SOS) documents: internal/external SDS or
 With TORs  Project Title stakeholders leads or initiate  certification of school
 With  Issues/Concerns in the implementation of the heads from other
Designation/ being addressed identified programs, projects concerned schools
Appointment  Project Cost or activities in Level 2 related
 With Oath of  Implementation to school governance and
Office Dates operations
 With photos
 ACR of each
(SOS)

2. The school  The school has less  The school has  The school has  The school promoted
effectively and than 100% 100% less than 100% effective and efficient
efficiently implementation of implementation of implementation use of resources
implements its its PPAs as its PPAs as of its PPAs as which positively
Programs, indicated in the AIP indicated in the AIP indicated in the influences
Projects and - Approved SIP - Certification from AIP with value- implementation
Activities - Approved AIP the SDS on 100% added outputs practices in other
(PPAs) which - Approved WFP implementation of  Certification from schools
are aligned to - Approved APP PPAs in Level 1 the SDS on 100% - Documentation on the
its strategic - List of implemented  ACR for each PPA implementation of utilization of best
plans PPAs  Quarterly SMEA value-added PPAs practices in Level 3 to
 School report (PPAs not other schools
Memo/letter for  Proof of included in the  certificate of
each PPA adjustment (if AIP) recognition by SDS
 Project Proposal any)  Proof of value-  or certificate of
for each PPA added PPAs recognition by the
 ACR school heads from
other schools

3. The school The school informs The school The school The school fosters
communicates its stakeholders communicates timely communicates timely value on transparency
information about the information about its information to its and accountability
about the implementation of PPAs implementation stakeholders which is which are shared in a
implementatio its PPAs to the stakeholders accurate and community of schools
n of its PPAs - Record of meetings/ - Record of consistent - Documentation that
conferences with meetings/ - Documentation in the
stakeholders in the conferences with the conduct of State- reporting in Level 3
implementation of stakeholders which of-School-Address has been shared to
PPAs as reflected in includes their (SOSA) reporting the other schools in the
the AIP participation and the effectiveness of the division which
- Invitation letter strategies in the implementation of includes certificate
implementation of PPAs in Level 2 of recognition from
PPAs in Level 1 the SDS or school
heads

4. The school uses a The school has feedback The school uses its The school with its The school advocates
feedback and and feedback and stakeholders continuous
monitoring monitoring mechanisms monitoring mechanisms utilize the results andimprovement through the
mechanisms for in place for school for school operations feedback and strengthening of a feedback
its school operation monitoring to improve and monitoring
operation school operations mechanisms in a
community of schools
- List of methods of - List of feedback based - List of concerns, - List of school adopted the
generating on the client feedback issues, gaps and contextualized
 Client Feedback - Action taken based on problems with Process/Procedure Flow
 School Monitoring client feedback resolutions on Feedback and
Tools - Crafted concept - Documentation on Monitoring and Evaluation
 Suggestion Box papers to the implementation Mechanisms
 Satisfaction Survey address issues and of the Level 2 with  Certificate of
Tools concerns in Level 1 the participation of appreciation/recognitio
 Online Satisfaction internal and n from the school
Survey Tools external - Documentation on the
stakeholders utilization of results in
 ACR Level 3 to other schools
 Certificate of
recognition from the
SDS or
 school heads from
other schools

SBM Dimension: CURRICULUM & INSTRUCTIONS
1. The school The school provides The school provides The school and its There is a continuous
provides teaching- learning relevant teaching- stakeholders work exchange of
relevant activities and resources learning activities and together to provide information,
teaching- that develop desired resources that develop contextualized expertise, and
learning learning outcomes desired learning teaching- learning materials among a
activities outcomes activities and community of
and resources that develop schools to improve
learning desired learning the teaching-
resources outcome learning activities
that and resources that
develop results to a sustained
desired improvement on
learning desired learning
outcomes outcome

1. The school
provides 1. Teacher’s Portfolio - Report of implementation - List of contextualized learning - List of schools
 RPMS/IPCRF with ACR but not limited to the materials funded by PTA/SG adopting/adapting the
relevant portfolio following - Record of LAC Session contextualized learning
teaching- (proportion of  Monthly Supervisory Plan conducted on the competencies materials
learning teachers  Classroom Observation Tool not observed per quarter with  List of contextualized
activities and meeting PPST  Observation Notes financial support from learning materials
learning  Class Program stakeholders adopted/adapted by
career stage 3 - ACR on the following: other schools
resources in all domains  Sample Lesson Plan
- List of consolidated data from COT  Training and Development  Certificate of
that develop (Highly indicating observed and not (T&D) (based on eSAT, appreciation/recognition
desired Proficient) observed indicators IPDP) from other schools
learning a. Individual - Action Plan on:  Performance Monitoring and - List of schools provided
outcomes eSAT  Training and Development (T&D) Coaching assistance with documents to
results Plan (based on eSAT, IPDP)  Performance Review and support (e.g. letter request) on
b. Individual  Performance Monitoring and Evaluation of Portfolio and the conduct of
Professional Coaching Plan Computation of Rating  RPMS Cycle
 Performance Review and  Ways forward and  LAC/INSET sessions
Developmen Evaluation of Portfolio and Development Planning  TA to teachers
t Plan Computation of Rating Plan  TA to Teachers  Certificate of
(IPDP)  Ways forward and - Programs for improvement of the appreciation/recognition
Monthly Development Planning learning environment and from other schools
 increased learning outcomes - Best Practices
Supervisory  TA Plan (to Teachers)
Plan - Inventory of  Continuous Improvement (CI)  School initiated
 contextualized Teaching- projects programs/projects
 Classroom Learning Materials per  Institutionalized programs  Log sheet/logbook showing
Observation subject/grade level for inclusive education names of visitors who
Tool Literary Services benchmarked schools
 Observation  Guidance Services initiated programs
Notes
 Class Program
 Sample Lesson
Plan

1. The school Guidance Forms Guidance Records and
provides  Improved/Localized  Certificate of
LMs/IMs/DLLs Reports appreciation/re
relevant  Instructional Materials  Computer/Science/TLE Laboratory (if any) cognition from
teaching-  List of Visual |Aids, Digitized  Learners’ initiated projects other schools
learning IMs and Quality Assured and  Classroom Structuring - School Research
activities accepted Localized LMs  Reading Centers/Study Sheds (Reading Books) Outcomes
and Learners’ Outcome  Co-curricular Activities Report (ex. Scouting,  List of
learning - Performance Indicators Religious Instructions, Science Camp, Education Researcher
resources (Drop-Out, Graduation, Summit, etc.) s
that Cohort-Survival, etc.) Learners’ Outcome (proposals
develop - Learners’ Tracking - The assessment tools are reviewed by the school and
desired system/Program Report community and results are shared with completed)
learning - Learners’ profile with their community stakeholders.  Dissemination
learning needs  Structure in charge of the review and Plan and
outcomes  Learners’ Portfolio improvement of the assessment tools (list and Report on
 Alternative Delivery Mode TOR) Research
(ADM)  Minutes of meeting Outcomes
 Periodic Assessment /ACR/on review of assessment tools - Innovations/
Results with analysis participated by stakeholders Interventions/
- Competency based Test Summative Test results Enrichment/
materials duly checked/ -Proportion of Students performing at proficient Remediation
approved by the School level Programs
Head a. Numeracy level  Project
(e.g. Table of Specifications, b. Literacy Level Proposal
Periodical Test Questions, - In the absence of NAT, the results of the reading test  ACR
Test/ Item Analysis, Item in Filipino and English and numeracy test shall be
considered – with reference to

1. The school
provides relevant the policy standard set by the CLMD.
teaching- learning - The percentage weight for the learning
activities and outcomes shall be:
learning resources 10% - Filipino Reading Test
that develop 10% - English Reading Test 10% -
desired learning Numeracy Test
outcomes - To determine the
improvement of learning outcomes, the
rating standard below shall be followed:

2. The school utilizes The school utilizes needs- The school engages its Effective practices on the
The available learning based learning resources stakeholders to develop development and
school resources to achieve to achieve desired learning various and innovative implementation of innovative
utilizes desired learning outcome needs-based learning needs-based learning
needs- outcomes resources to achieve resources are shared and
based desired learning utilized among a community
learning outcomes of schools that result to the
resources sustained improvement of
to achieve learning outcomes.
desired - List of utilized learning - List of utilized needs- - List of developed - List of notable practices
learning resources (textbooks, based Learning innovative adopted/adapted by the
outcome workbooks, SLMs, Resources needs-based schools on the development
manipulative devices,  LRMDS portal Learning and utilization of needs-
locally developed and  DepEd Commons Resources funded based innovative learning
quality assured  Open Educational by PTA/NGOs resources with supporting
resources) Resources – OER (if  Innovation on needs- documents (e.g. letter)
 List of localized, applicable including based Learning  Certificate of
contextualized locally developed Resources Appreciation/Recognitio
IMs/LMs with and quality assured  ACR n from other schools
sample (Big Books, resources) 
MTB dictionary,  Library, Science
etc.) laboratory,
 School initiated Computer
SLM/las (sample)

 Improved/ laboratory, garden,
Localized and identified activity
LMs/IMs/DLLs center
 Instructional  Proof (screenshots) of
Materials utilization of needs-
 List of Visual |Aids, based learning
Digitized IMs and resources
Quality Assured and
accepted Localized
LMs
 Textbooks
3. The school The school implements The school implements The school and its There is a continuous
implements teaching- APPROPRIATE teaching- stakeholders exchange
appropriate learning support learning support systems collaborate in of information, expertise
teaching- systems that contribute that contribute to the developing and and learning resources
learning to the developmental developmental needs of implementing various and among community schools
support needs of diverse learners diverse learners innovative teaching- to improve that teaching-
systems that learning support system learning support system that
contribute that contribute to the contribute to the
to the developmental needs of developmental needs of
developmen diverse learners diverse learners
tal needs of
diverse
learners

- Inventory of Traditional - Strategies and - List of stakeholders - List of locally developed
Teaching-Learning Support pedagogies on the supporting the teaching-learning
System implementation of implementation of support systems
 Blackboards, textbooks, appropriate teaching- Innovative Teaching- adopted/adapted by
charts, etc. learning support system Learning support schools that contribute
- Inventory of Modern Teaching-  List of teaching- system with to the developmental
Learning Support learning support differentiated activities needs of diverse
System system implemented - Evidence of learners
 Computers, tablets,  Implementation plan collaboration with  Certificate of
laptops, etc. of teaching-learning stakeholders on the appreciation/recogni
- Inventory of Modern support system development and tion
Teaching-Learning Support implemented with implementation of  Proof of
System differentiated Innovative Teaching- implementation
 OTG, USB, or other ICT activities Learning support - List of Co-Curricular
teaching aids  ACR on the system to address Activities
- Based on Projected Aides implementation of diverse learners’ adopted/adapted by
 Films, slides, overhead teaching-learning developmental needs other schools.
projectors, film strips, etc. support system - List of Co-Curricular  Certificate of
- Based on Non-Projected Aides implemented with Activities implemented recognition
 Graphic Aides, display differentiated in collaboration with
boards, 3D, audio aides, activities the stakeholders
activity aides, etc. - ACT on implemented
- List of Co-Curricular Activities Co- Curricular
Activities

4. The school assesses The schools designs The school enhances An innovative assessment
The school learners to measure differentiated the designed system on designing
designs desired learning assessment strategies differentiated differentiated strategies to
differentiated outcomes to measure desired assessment strategies measure desired learning
strategies to learning outcomes through innovative outcomes is sustained,
measure inputs from its shared and continuously
desired stakeholders to measure enhanced by a community
learning desired learning of schools
outcomes
- List of activities - Validated Teacher-made - Compiled teacher- - List of schools

conducted to assess assessment in all made assessment adopting/adapting the
learners performance subjects areas with tools collaboratively validated assessment
(PhilIRI, Diagnostic, assessment matrix constructed with the tools
Formative, Summative,  Competency-based stakeholders  Certificate of
Quarterly Assessments, test items, - ACR on the activity appreciation
Portfolio Assessment in  Output-based/
all Learning Area) with performance-based
the following support: tasks with rubrics,
 Table of Specification  Test item bank, etc.
 Test/Item Analysis  Evaluation Notebooks
 Item Bank per
learning area,
Rubric Used

5. The school analyzes the The school utilizes The school assessment result The school shares and
The school assessment result to the assessment are used to develop discusses assessment
utilizes the improve learning outcome result to design learning programs that are results with a community of
assessment and implement suited to the school schools to influence the
results to intervention to community and development of innovative
improve improve learning customized to learners’ and customized interventions
learning outcome context which are also that sustain the improvement
outcomes utilized for collaborative of learning outcomes
decision making to improve
learning outcome
- List of assessment results - Intervention plan - Inventory of School- - List of other schools
from Q1-Q4 with analysis to address developed Quality adopting/adapting the
and interpretation of the the learning gaps Assured Learning school’s Best Practices
following based on the Intervention Materials on the
 Diagnostic analysis and (SIMs) Developed utilization of learning
 PhilIRI interpretation of - List of Action Research interventions
 Formative Assessment the assessment conducted based on school  Certificate of
 Summative Assessment conducted assessment results to appreciation
 Quarterly Assessments  ACR improve learning - List of other schools
- Report of Least Learned - Intervention plan outcomes adopted/adapted the
Skills by learning area and to address the - Curriculum-related CI disseminated Action
grade level with analysis least learned Projects conducted based Research or curriculum-
and interpretation skills on school assessment related CI Projects
 ACR results to improve  Certificate of
learning outcomes Recognition/Appreciatio
n

SBM Dimension: Human Resource and Team Development
1. The The school The school The school with its The school foster
school demonstrates regularly stakeholders designs collaboration and
promotes understanding on the conducts and conducts activities harmonious relationship
collaborat importance of activities that that promote with other schools
ion and collaboration and promote collaboration and through the conduct of
harmonio harmonious relationship collaboration harmonious relationship individual and team
us  List of activities and harmonious  List of designed and development activities
relationsh conducted that relationship conducted activities  List of collaborative
ip among promote collaboration  List of regularly with stakeholders to activities conducted
its and harmonious conducted promote collaboration with other schools to
personnel relationship Ex.: activities that and harmonious promote and
Meeting promote relationship harmonious relationship
collaboration Ex.: Quarterly Ex.: Adoption/adaption
and harmonious review/adjustment of of school best
relationship SIP-AIP practices
Ex.: Regular
meeting

SBM Dimension: Human Resource and Team Development
2. The school The school identifies individual The school conducts activities to The school creates a The school
provides a and team performance based on explain and analyze individual and monitoring system to check if institutionalizes a
mechanism to performance management teams in relation to the performance individual and team system that
help improve system and school plan management system and school plan performance targets are met provides
individual  Individual performance  List of Performance based on performance interventions to
and team targets and professional Management Activities management system and school address personnel
performance development conducted plan and organization
 IPCRF  Performance Planning and  List of established needs to further
 Individual Professional Commitment Performance Monitoring and enhance performance
Development Plan o Signed IPCRF Evaluation Procedures of individuals and
 eSAT Results o Approved Individual  Agreement base on PMCF teams in a
 ACR on the activity Professional Development  Mid-Year Review Form community of
 Consolidated Annual Plan (MRF) schools
Performance Targets and  Performance Monitoring and  IPCRF-DP - List of schools
Professional Development Coaching  Teacher’s Portfolio provided with
 LAC/INSET Plan o Agreements based on PMCF  Content Knowledge and assistance on the
 RPMS Tools o MRF (Mid-Year Review Pedagogy institutionalizatio
 COT Form)  Diversity of Learners and n of interventions
 Observation Notes  Performance Review and Assessment & Reporting that address
 Inter Observer Agreement Evaluation  Curriculum and Planning personnel and
Form o Signed Teacher’s  Community Linkages, organizational
 COT-RPMS Rating Sheet Portfolio Professional Engagement, performance gaps
 PMCF o Signed IPCRF with Personal Growth and - Certificate of
Computed Final Rating Professional Development appreciation/r
 Performance Rewarding  Plus Factor ecognition
o Reward & Recognition
o IPCRF-DP

SBM Dimension: Finance , Resource Management and Mobilization
1. The school The school identifies source The school ensures fund The school and its The school shares its
ensures that of funds for programs, requirements to address priority stakeholders ensure effective fiscal
programs, projects and activities and improvement areas as reflected in the availability of fund planning and
projects and fund requirements as the school plan requirements for budgeting practices
activities reflected in the school plan - Approved Work and Financial programs, projects and within a community
are funded - Resource Allocation Plan activities that of schools to
as reflected and Mobilization Plan - List of implemented PPAs to supplement the school encourage efficiency
in the - List of identified source address priority improvement plan through innovative and influence high
school plan. of areas with fund requirements ways performance among
funds for Programs, and actual expenditure - Inventory/ them.
Projects and Activities  School MOOE Record/List of - Records/List of
where materials and  School Canteen Approved Project Awards and
supplies with and without  Resources Generated Proposals/Resoluti Recognition form
procurement process  Etc. on other schools
 School MOOE - Letter Requests in - Benchmarking of
 School Canteen support of other
 Resources Generated PPAs funded by: schools on effective
 Etc.  SEF FRMM duly
 Alumni acknowledged by
 PTA higher
 etc. authority/office

SBM Dimension: Finance , Resource Management and Mobilization
2. The school The school is aware of The school sets in place The school and its The school
ensures systems and processes systems and processes to stakeholders identify promotes
that on procurement ensure that procurement and adopt innovative
procureme required by law activities are within the innovative ways for practices and
nt - Systems, processes and approved plan and budget as the timely shares
activities procedures on required by law procurement of information
are within procurement - List of established goods and services within a
the  List of localized procurement within the approved community of
approved procurement procedures plan and budget schools to achieve
plan and activities - Annual Procurement Plan - List of innovative efficiency in the
budget as procedures procurement of
required adopted by the goods and
by law school and its services.
stakeholders for - List of schools
the efficient adopted/
procurement of adapted the
goods and services innovative
 ACR on procedures for
procurement the efficient
activities procurement of
goods and
services

3. The school DISBURSEMENT
funds are
disbursed and The school disburses The school ensures that The school adopts The school shares
utilized in funds funds are disbursed as innovative disbursement information and
accordance to  Monthly Cash planned and in practices with full innovative practices on
accounting Programs accordance to accounting transparency to its effective disbursement
and auditing  School Operation rules and regulations stakeholders in in accordance to
rules and Budget accordance to auditing accounting rules and
 Financial regulations to effect
regulations  School Memo/Letter Management rules and regulations
sustainable
 Records/Inventory Development Plan  List of Innovative improvement within a
of Cash Flow as  Reports on Disbursement community f schools
reflected in Cash disbursement Practices  List of
Disbursement  Records of  List of Programs/ innovative
Register in disbursements Activities that practices on
accordance with reflected in the promote full effective
School Operating timely submission transparency to its disbursement
Budget of Liquidation stakeholders adopted/adapt
 ACRs Report ed by other
 ACRs schools
 Certificate of
appreciation/reco
gnition from the
school/s

3. The school funds UTILIZATION
are disbursed
and utilized in The school is about The school meets The school, with its The school
accordance to to meet the the minimum stakeholders, encourages the
accounting and efficient utilization
auditing rules minimum required required utilization ensures that the
utilization of funds of funds in effective of funds within a
and regulations community of
in accordance to accordance to disbursement and schools by sharing
accounting and accounting and fund utilization of effective ways that
auditing rules and auditing rules and funds are sustained influence positive
regulations regulations and innovative changes in the
 Certification  Certification means to improve practices
from the from the Budget are developed  List of
Budget Officer/SDS of  List of sustained sustained and
Officer/SDS of Full Utilization and innovative innovative
Percentage of of Monthly of Monthly utilization of
funds
Fund downloaded Utilization of adopted/adap
Utilization MOOE Funds Funds signed by ted by other
the accountant schools.
and noted by
the
stakeholders

4. The school The school has The school implements The school, with its The school shares
implements management effective management stakeholders, information about
management strategies in place to strategies to mobilize institutionalizes effective practices
strategies to mobilize resources resources innovative practices on on resource
 List of resource mobilization mobilization that
mobilize  Social has positive
resources Mobilization and implemented  Innovations for the influence on the
Networking Plan Social collective and management
 Records of Mobilization and judicious strategies of the
Donations with Networking utilization and community of
picture Activities transparent, schools
(Acknowledgement  List of effective and  List of
Receipt, Delivery partners/stakehol efficient resources innovative
Receipt, Pledges, ders management Social
Deed of Donations,  Inventory of system Mobilization
MOA/MOU) projects given by  List of and
 Inventory of stakeholders institutionalized Networking
projects given by  ACRs and innovative Practices
stakeholders Social adopted/adapt
Mobilization and ed by other
 ACRs school with
Networking
Practices certificate of
appreciation/re
 ACRs cognition

5. The school The school is aware of the The school complies with The school and its The school creates a
ensures that existing asset management asset management policy to stakeholders ensure that venue for a community
assets are properly policy ensure that assets are the proper management of schools to share
managed and fully  List of Asset properly managed and fully and full utilization of assets information and
utilized Management utilized are efficiently sustained innovative practices on
Activities - List of established through innovative practices asset management that
localized Asset results to improved
 Asset Inventory- Management Procedures  List of innovative
Policy and Report on Asset procedures adopted performance

Procedure Inventory on: by the school and its  List of innovative
- Human Resources stakeholders for the Asset Management
o Pupil/Students efficient Asset procedures
Classroom Ratio Management adopted/adapted by
o Teacher-Learner other schools for
Ratio full utilization or
- School Facilities resources
o Seat-learner supported by
ratio certificate of
o Functional appreciation/
Library recognition from
o Rooms other school
o Furniture
o Equipment
-Technological
Resources
o ICT package/e-
classroom package
o Internet Access
- Electricity connection
- Others

6. The school The school complies to The school complies to The school ensures The school
complies to all all physical and all physical and that reports are used institutionalizes the
physical and financial reportorial financial reportorial to improve PAPs regular use of reports as
financial requirements requirements in a implementation and feedback mechanism to
improve physical and
reportorial  List of submitted timely and accurate fund utilization, and financial management
requirements Physical and manner are properly systems within a
in a timely Financial Reports - List of all complied communicated to community of schools
and accurate  Liquidation Report physical stakeholders  List of schools
manner  Canteen Report and financial reports  List of strategies adopted/adapted the
 IGP Report submitted to adjusted for innovative procedures
appropriate offices improved PAPs on PAPs
implementation and
promptly and implementation and fund utilization
accurately Fund Utilization supported by
 Approved communicated to Certification of
Liquidation stakeholders appreciation/recogniti
Report  Implementation on issued by other
 Approved Plan school
Canteen Report  Communication
 Approved IGP Plan
Report  ACRs

SBM Dimension: LEARNING ENVIRONMENT
1. The school The school SHOWS AWARNESS The school ENSURES a safe, The schools CONSISTENTLY IMPLEMENTS The school INFLUENCES
implements policies of policies and procedures on secure, and equitable learning AND IVOLVES THE STAKEHOLDERS IN PRACTICES TO OTHER
and procedures for a safe, secure, and equitable environment through the THE CONCEPTUALIZATION OF POLICIES SCHOOLS
safe, secure, and learning environment IMPLEMENTATION OF AND PROCEDURES to by nurturing a set of values
equitable learning - Policies, Guidelines and POLICIES AND ensure ensures a safe, secure, and and
environment Procedures on PROCEDURES equitable learning environment learning environment
- Sustained Practices in Level 1 and 2 that are safe, secure, and
Health/SDRRM/GAD/CPP, - In addition to the MOVs with its MOVs equitable learning
Brigada Eskwela, etc. in Level 1 are:  Participation of environment
 Availability of visual  Disseminated and Stakeholders in - Sustained Practices in
management Tools such conducted Advocacy o Contextualization of Levels 1, 2, and 3 with
as but not limited to: Orientation on Policies, policies on Health/ its MOVs
o Citizen’s Charter Guidelines and SDRRM/GAD with approved  Conduct of
o SDRRM Procedures on Activity/ Training Designs and benchmarking
o SDRRM Hotline Health/SDRRM/GAD/C ACR with MOVs activity of Division-
o Handwashing PP Brigada Eskwela, o Presentation of Inventory of validated notable
o Signage such as: etc. with School Buildings and Faculties practice in the school
This Way to . . ., o school memo with complete visual tools  MOVs may include:
Floor is wet, and installed and maintained with o Approved request
ACR. for validation of
Comfort o ACRs o Approved School Facilities Best
Room…etc.  Compiled inventory of Improvement Plan Practice from
o Health Advisory Health/SDRRM/GAD o Submitted school head to
o GAD Laws materials and accomplishment report of SDS
o Committees (CPC, equipment School Facilities o Conducted
4Ps, Accounting Improvement Plan with validation
Personnel, ICT findings, analysis and o Result of
o Organizational recommendation validation
Chart o Attendance
o School Leaflets  Certificate of Best
o etc. Practices noted by
the SDS

2. The school The school DEMONSTRATES The school IMPLEMENTS The school, WITH ITS The school EMBRACES AN
promotes UNDERSTANDING of policies POLICIES AND PROCEDURES STAKEHOLDERS, IDENTIFIES AND ADVOCACY ON
inclusive and procedures on learning on CONTINUOUSLY IMPLEMENTS INCLUSIVENESS
of a learning environment that
learning environment that promotes learning environment that INNOVATIVE AND encourages improvement of
environme inclusiveness. promotes inclusiveness. EFFECTIVE PRACTICES to foster other schools
nt - List of School Policies - Implemented School a learning environment that - Sustained Practices in Levels
on Inclusive Education Policies promotes inclusiveness. 1, 2, and 3 with its MOVs
- Prepared Multi- on Inclusive Education - Sustained practices in Level 1 and  Conduct of benchmarking
Factored - Result and analysis of 2 with its MOVs: activity of Division-
validated notable practice
Assessment Tool and Multi- Factored  List of Project Design that is in the school with MOVs
Handbook of Learners Assessment to Learners included in the AIP- Project  MOVs may include:
with Special Needs with Special Needs Implementation Plan with - Approved request for
(LENS)/Learners with conducted partners/ stakeholders who validation of Best
Disabilities (if - In addition to the MOVs in promoted Inclusive Education Practice from School
applicable) Level 1 are: Implementation and Innovation Head to SDS
- Conduct of validation
- List of Strategies and  List of LENS enrolled in -ACR - Results of Validation
Activities in the school’s the regular classes,  List of School-developed - Attendance
AIP and report on the  Number of Capacity contextualized lesson - Certification of Best
implementation of Buildings for Teachers on exemplars and/or other Practices
inclusive learning Inclusive Education and learning materials with the
- Inventory of School  Teaching Tools/materials collaboration of internal and
Facilities for learners external stakeholders with
that promote inclusive  Quarterly M&E Report on inclusive education practices
learning environment the Implementation of integration with strategies and
and Year-End Report Inclusive Education (IE) adjustment of plans on the
and the usage of school usage of facilities
facilities and Program -ACR
Evaluation

DEPARTMENT OF EDUCATION REGION III 29
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SBM MEANS OF VERIFICATION (MOVs)

SBM Dimension: LEADERSHIP

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

Standard MOVs for L1 MOVs for L2 MOVs for L3 MOVs for L4

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

- List of activities - Validated Teacher-made - Compiled teacher- - List of schools

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III 31

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