CONTEXTUALIZED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL

DepEd ZAMBOANGA DEL SUR DIVISION

Part I: Introduction
The Revised School-Based Management (SBM) Assessment Tool is guided by the four principles of ACCESs (A Child-and
Community Centered Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESs
school system. The unit of analysis in the school system, which may be classified as beginning, developing and advance (accredited
level). The SBM practice is ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team
of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of
SBM practice is established. The highest level- “advanced” is a candidate for accreditation after a team of external validators
confirmed the evidence of practices and procedures that satisfies quality standards.

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

School/Learning Center
Region/Division
Name of School Head/:
Address:

Part III: Instruction to the Users:

Please indicate using a check mark the extend 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). For indicators with no
evidence, indicate zero.
Part IV: Rating Scale:
0. No evidence
1. Evidence indicates beginning 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 procedures satisfy quality standards.

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 1 2 3
A. Leadership and A network of leadership and governance guides the education system to achieve its shared vision, mission and goals
Governance making them responsive and relevant to the context of diverse environments
1. In place is a Development  The development plan guided  The Development Plan is evolved  The Development Plan is enhanced
Plan developed
by the school’s vision, through the shared leadership of the with the community performing the
collaboratively by the
mission, and goal (VMG) is school and the community leadership roles, and the school
stakeholders of the school
developed through the stakeholders. providing technical support.
community
leadership of the school and MOV-
the participation of some Action Plan of different organizations
invited community in support to SIP
stakeholders. Minutes of Meeting of SPT
MOVS MOV- AIP (Current)
 Approved SIP SRC
 Approved AIP/WFP Project Monitoring Report/
 BE-LCPIR Activity Completion Report

 School Governing Council

 School Planning Team
 School Memorandum for the
Constitution
 Minutes of Planning Activity

2. The development plan (SIP)  The school leads the regular  The school and community  The community stakeholders lead the
is regularly reviewed by the
review and improvement of stakeholders working as full partners, regular review and improvement
school community to keep it
the development plan. lead the continual review and process; the school stakeholders
responsive and relevant to
MOV – mid -year review improvement of the development facilitate the process.
emerging needs, challenges,
(minutes/agreements; plan. MOV – catch- up or re-entry plan with
and opportunities.
attendance with pictorials) MOV – SMEA (4 quarters) SPT signatures
Minutes of Meeting of SGC/Brgy.
(1 School Year copy for the last 5 Council (3 School Years copy for the last 5 years)
years) Attendance Sheet
(2 School Years copy for the last 5

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 years)
3. The school is organized by a  The school defines  The school and community  Guided by an agreed organizational
clear structure and work
organizational structure, and collaboratively define the structure structure, the community stakeholders
arrangements that promote
the roles and responsibilities and the roles and responsibilities of lead in defining the organizational
shared leadership and
of stakeholders. stakeholders. structure and the roles and
governance and define the
MOV – Copy of the List of MOV – CBL/Policies Standards responsibilities; school provides
roles and responsibilities of
Officers and Members of the Guidelines technical and administrative support.
the stakeholders
SGC and/or PTA, SPT, SPG, Copy of Conformed Assignment  MOV – Copy of the minutes of review
SSG, Child Protection (Terms of Reference)
meeting on the dissemination of the
Committee, Grievance Program of Activities/Updated
ratified By-laws and/or rules and
Committee, Bids and Awards Action Plan
regulations formulated by the
(BAC) with roles and
community stakeholders
functions
Activity Completion Report (2
School
years)
Memorandum/Assignment
(At least 2 participations for the
Order
current School Year) (At least 3 participations for the current
(At least 1 participation for the School Year)
current School Year)

4. A leadership network  A network has been  The network actively provides  The network allows easy exchange and
facilitates communication
collaboratively established and stakeholders information for making access to information sources beyond
between and among school
is continuously improved by decisions and solving learning and the school community.
and community leaders to
the school community. administrative problems.
inform decision-making and
MOV- MOV – agreements to resolve the MOV – SRC (2x a year)/school
solving of school-community
 Copy of the SOSA issues and concerns as an output of paper/brochures, school facebook
wide learning problems
Program/school congress/school level 1 account /website
summit/assembly / school with  Copy of List of Contact Details  Published, List of distributed school
minutes and attendance (Cell Number, fb Account, email paper
 Memorandum add) for the Line of Communication  Tarpaulin posted
 School Report Card is open and manifested through text,  List of Continual Improvement Projects
 School Accomplishment Report calls, FB posting, group chats and  Document on creation of school and
 Transparency and Accountability other similar networks community networks with
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 Board  Files of issuances of memoranda, documentation and easy access to the
 Minutes of the Meetings and notice of meetings, resolutions, school community.
Attendance Sheets letters (Presented 3 Accomplishment pf the
 Printed copy of EBEIS/LIS  Regular meetings with minutes and Activities as enumerated)
 List of Contact Details of attendance.  Provided School-Based Calendar of
Students, Parents/Guardian, and Presented 2 Accomplishment pf the Activities displayed in the strategic
Personnel places in the school
Activities as enumerated)
 MOA
• Provided School-Based
Calendar of Activities displayed in the  MUA
strategic places in the school Stakeholders’ initiative (programs,
• Stakeholders Convergence project, and activities)
• Activities conducted by school
 Presented in Division SBM
and stakeholders (Plan, pictorials,
attendance, program) Summit
 Presentation of District SBM
Summit
5. A long-term program that  Developing structures are in  Leaders undertake training modes  Leaders assume responsibility for their
addresses the training and
place and analysis of the that are convenient to them (on-line, own training and development. School
development needs of school
competency and development off-line, modular, group, or home- community leaders working
and community leaders is in
needs of leaders is conducted; based) and which do not disrupt their individually or in groups, coach and
operation.
result is used to develop a regular functions. Leaders monitor mentor one another to achieve their
long-term training and and evaluate their own learning VMG.
development program. progress.
MOV- eSAT / IPDP MOV- IPDP implementation report
(Consolidated IPDP) and MOV – Post SLAC report or  Progress report on learning
SLAC Plan Certificate of Participation / development plan
 Copy of School Professional Graduate School / Scholarships  Report on training and mentoring
Development Plan (SPDP) Activity Completion Report of the leaders
 Copy of OPCRF/IPCRF Professional Development Plan  Comparative Report of the 3 Year
 Top 10 Personnel Summary of the Performance Coaching
Development Needs and Criterion: and Mentoring Activities
Professional Development 50% of the Personnel Trained based on Criterion:
Plan SPDP with Certificates 100% of the Personnel Trained based on

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  SLAC session plan SPDP with Certificates and ACR
 Copy of Program
Implementation of INSET,
training matrix, attendance
sheet

B. Curriculum and Learning – The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively
developed and continuously improved.
1. The curriculum provides for  All types of learners of the school  Programs to address the needs of all  The educational needs of all types of
the development needs of all community are identified, their types of learners are fully implemented learners are being met as shown by
types of learners in the learning curves assessed; and closely monitored to address continuous improvement on learning
school community appropriate programs with its performance discrepancies, benchmark outcomes and products of learning.
support materials for each type of best practices, coach low performers, Teachers’ as well as students’ performance
learner is developed. mentor potential leaders, reward high is motivated by intrinsic rather than extrinsic
MOVs achievement, and maintain environment rewards. The schools’ differentiated
• List of Learners with Special that makes learning, meaningful and program is frequently benchmarked by other
Educational Needs (IPs, ALS, enjoyable schools.
Gifted, etc)
/PARDOs/SARDOs/ALS ; MOVs
•Supervisory Plan and Master Compilation of Test Papers and Table of MOVs – Quarterly Progress Report
Class Program Specification
•Classroom Observation Tool SBM Level 3
 Accomplishment Report on •Reports on awards and recognition
•Implementation of ADM Curriculum Programs and Projects
/Differentiated Instruction •Copy of incentives and awards
 Monitoring Report on Instructional mechanism
/Inclusive Education Progress
•Report of child mapping •List of Teacher and student awardees
 Documentation of Best Practices in different discipline
•Students Portfolio and implemented projects, Activities
•Inventory Report on Physical and Programs (PAPs)
Facilities Intrinsic Reward is evident through:
 Copy of Staff Development Plan •List of awardees on Highly motivated
•Printed copy of oral reading,  Records of coaching and mentoring
PHIL-IRI results teachers and students
and provision of Technical •List of awardees on Internal
•Copy of Remedial Reading Assistance
Support Program stakeholders’ awards
 Technical Assistance Plan
•Copy of School Readiness
Year- End Assessment Results Extrinsic Reward is evident through:

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 (SREYA) Region MOV’s: •List of awards, recognition, promotion
•Portfolio Assessment in all Remediation Program and incentives for teachers
learning areas •List of awards and distribution and
•List of Enrollees Per even cash incentives to students
Action Research on Programs to • others
curriculum offering
Region MOV’s: address the needs of all types of
None learners Region MOV’s:
Approved Intervention program by SDS
School provides improvement plan School provides improvement plan that
that reflects teaching-learning reflects teaching-learning activities and
activities and provides learning provides learning resources to develop
resources to develop desired learning desired learning outcomes
outcomes

2. The implemented curriculum  Local beliefs, norms, values,  The localized curriculum is implemented  Best practices in localizing the curriculum
is localized to make it more traditions, folklores, current and monitored closely to ensure that it are mainstreamed and benchmarked by other
meaningful to the learners events, and existing technologies makes learning more meaningful and schools. There is marked increase in number
and applicable to life in the are documented and used to pleasurable, produces desired learning of projects that uses the community as
community develop a lasting curriculum. outcomes, and directly improves learning laboratory, and the school as an
Localization guidelines are agreed community life. Ineffective approaches agent of change for improvement of the
to by school community and are replaced and innovative ones are community
teachers are properly oriented. developed. MOVs – Contextualized /Indigenized LMs
are adopted by other schools (certification )
MOVs MOVs - Quality Assured by the Region
 Compilation of Localized /  Teachers Daily Log/ Weekly Home •Filed copy of benchmarking activity with letters
indigenized curriculum (Hard Learning Plan Integrating the requesting permit for benchmarking by other
schools
copies) contextualized and localized
•Logbook of visitors, signatures and attendance
 Collection of Localized ./ curriculum.
•Documentation of benchmarking activity
indigenized teaching devices and  Submitted outputs of students in any
materials subjects manifest the principle of
Region MOV’s:
 Compilation of history of contextualization and localization.
municipalities and Barangays  Documented community activities
 Documented stories of local heroes on local beliefs and traditions
and successful people in the  Documents showing the use of
community localized LRs , IMs None

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  Best Practices for Instruction
Region MOV’s:
Region MOV’s:

 Quality Assured SIMs and  Utilization record of available

LR’s learning resources
 Contextualized Learning
 SIMs
activities
 Approved intervention  Localized LR’s
plan

3. A representative group of  A representative team of school  Learning materials and approaches to  Materials and approaches are being
school and community and community assess content reinforce strengths and address used in school, in the family and in
stakeholders develop the and methods used in teaching deficiencies are developed and tested community to develop critical thinking
methods and materials for creative, critical thinking and for applicability on school, family and problem-solving skills of learners
developing creative thinking problem solving. Assessment
and community. and are producing desired results.
and problem solving results are used as guide to
MOV – Copy of LRs MOV – Certification from the user that
develop materials.
MOV – Council of Elders  Number / List of contextualized Self- the validated LRs are used
Learning Modules  Linkages with CSOs/NGOs/HEIs in
(COE)/Consultative Advisory
 Number of developed modules/SIM improving Quality of Instruction
Board (CAB) , record showing
of teachers in the different learning  Reports on classroom observation
involvement of COE/CAB areas  Reports on performance and
 Copy of organized Quality  Copy of inventory of instructional competencies of learners
Assurance Team for SLMs materials  Collection of action plan or research
and other IMs Development  Copy of validated LRs implemented with results.
 Indigenized lesson
exemplars for IPEd
 Portfolio of performance
outputs of learners
 Reports on classroom
teaching and learning
evaluation.
 Inventory of the Innovative
Teaching Approaches
Practiced by the School and
Artifacts

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 4. The learning systems are  School-based monitoring of  The school-based monitoring of  The monitoring system is accepted and
regularly and collaboratively
learning system is conducted learning systems generate feedback regularly used for collective decision
monitored by the community
regularly and cooperatively; that is used for making decisions that making.
using appropriate tools to
and feedback is shared with enhance the total development of MOV – SMEA conducted per quarter
ensure the holistic growth
stakeholders. learners. with Attendance Sheets, minutes and
and development of the
MOV- SMEA MOV- SMEA report with catch-up adjustment plan (per Quarter)
learners and the community
plan
 The system uses a tool that  A committee take care of the
monitors the holistic continuous improvement of the tool.  The monitoring tool has been improved
development of learners MOVs- Cluster /School M&E Team to provide both quantitative and
MOVs- MEA Tools  Copy of the School Learning Action qualitative data
 Compilation of Monthly Cell (SLAC) Plan
MOVs- Enhanced SMEA Tools
Supervisory Report  Compiled SLAC session guides
 SMEA conducted per quarter with
 Collection of Post  Approved assessment tool on total
Attendance Sheets, minutes and
Observation Tools development of learners
adjustment plan (per Quarter)
 Duly acknowledged  SMEA Report with catch-up plan
 Results of school-based monitoring
monitoring report by the PAPs
stakeholders or letter of  Monthly accomplishment report on
transmittal monitoring the implementation of PAPs
 Stakeholders’ conference
 Filed copy of teacher-made
holistic rubric of
performance assessment of
learners.

5. Appropriate assessment tools  The assessment tools are  The assessment tools are reviewed by  School assessment results are used to
for teaching and learning are
reviewed by the school and the school community and results are develop learning programs that are
continuously reviewed and
assessment results are shared shared with community stakeholders. suited to community and customized to
improved, and assessment
with school’s stakeholders. MOVs – Pre and Post test result - each learners’ context, results of which
results are contextualized to
MOVs Phil IRI, ECCD, EGRA, PRO-IPS are used for collaborative decision-
the learner and local situation
 Accomplished COT analyzed and presented to making.
for the attainment of relevant  Formative test results MOVs – List of interventions based on
community stakeholders (minutes
life skills.  Summative test result assessment results
and attendance)
 Copy of NAT/NCAE Results,  Report on the review of assessment  Copy of Needs assessment report and
 English Language Literacy tool by community stakeholders are recommendations
 Copy of Action Plan on school
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 and Numeracy Assessment furnished assessment results
 Minutes of Parents-Teachers  Minutes and Attendance  Number of developed learning
Conference sheets (with  Acknowledgement receipt of report programs / List of interventions based
photos optional) by community stakeholders on assessment results

6. Learning managers and  Stakeholders are aware of  Stakeholders begin to practice  Learning environments, methods and
facilitators (Teachers, child/learner- centered rights- resources are community driven, inclusive
child/learner-centered principles of
administrators and based, and inclusive principles of and adherent to child’s rights and protection
education in the design of support to
community members) education. requirements.
education.
nurture values and MOVs
MOVs
environments that are •Availability of Guidance
protective of all children and Room
Learning managers and facilitators MOVs
demonstrate behaviors •Availability of Clinic
•Availability of Canteen apply the principles in designing … SBM Level 3
consistent to the •Classroom conducive to learning; well-
•Availability of CR in MOVs
organization’s VMG. classroom
ventilated and furnished with appropriate
 Learning Management System progressive and informative materials
•Availability of school Library  Records of Special children with (e.g.,updated bulletin boards, learners
•Availability of Reading special needs accomplishment charts, etc.
Corners  Collection of teacher-made •Compilation of Curriculum Guides/MELCs,
•Availability of community modules, activity/work sheets, Memos, Lesson Plans/Weekly Plans, DepEd
learning center for ALS books, and visual aids Orders.
•Posted Fire Exit Plans  Availability of RBI/TV instructional •Availability of Genderized and clean comfort
•Copy of Fire Inspection rooms, and provision of recreational facilities
materials
•Records of participation / involvement of
Certificate  Accomplishment report on the stakeholders in the observance of child’s rights
•Posted Evacuation Plan implementation of Child Protection and protection.
•Student Handbook Policy •No cases of child abuse and bullying
 Memo for AWA and •Record / Report on Barangay Committee for the
IDLAR Monthly Protection of Children (BC
Summary
 Learning managers and
facilitators conduct activities
aimed to increase
stakeholders’ awareness and
commitment to fundamental
rights of children and the basic

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 principle of educating them.
MOV – Attendance Sheets
Child Protection
Policy Activities Plan
7. Methods and resources are  Stakeholders are aware of  Stakeholders begin to practice  Learning environments, methods and
learner and community
child/learner-centered, rights- child/learner centered principles of resources are community driven,
friendly, enjoyable, safe,
based, and inclusive principles education in the design of support to inclusive, and adherent to child’s rights
inclusive, accessible, and
of education. education. and protection requirements.
aimed at developing self-
MOVs MOVs- Barangay Ordinance or any MOVs
directed learners.
 Copy of School Calendar of resolution to supports CFSS  Minutes of the meeting of the regular
Learners are equipped with Activities SH to make School Order to adopt conduct of internal and external
essential knowledge, skills,  Records of parents the ordinance stakeholders.
and values to assume involvement to reading  Program Monitoring Report  Utilization of contextualized Self-
responsibility and program  Copy of Enhanced Modules and learning Modules (SLMs)
accountability for their learning.  Records of home visitation Instructional materials  Operational Community Learning
conducted  Documentation of school managers Centers for ALS
 MOA to the stakeholders tapped by the community in sharing
and parents their expertise (resource speakers,
field demo, consultant, committee
member, etc.)
 Community leaders are invited to
share their resources and expertise
to the school during school
activities.

C. Accountability and Continuous A clear, transparent, inclusive and responsive accountability system is in place, collaboratively developed
Improvement by the school community, which monitors performance and acts appropriately on gaps and gains
1. Roles and responsibilities of accountable  There is an active
 The stakeholders are engaged  Shared and participatory processes
person/s and collective body/ies are clearly party that initiates
clarification of the
in clarifying and defining of determining roles,
defined and agreed upon by community
roles and their specific roles and responsibilities, and
stakeholders.
responsibilities in responsibilities. accountabilities of stakeholders in
Accountable persons/groups are the following:
education delivery. MOVs – Presence of By-laws as managing and supporting
External Stakeholders applicable / list of functions
MOV - List of organized education.
 GOs, NGOs, Alumni, Civic & Social Asso., active parties/organizations conformed by the concerned MOV – Accomplishment
Retirees, professionals, Partners, Adopt a School (GOs, NGOs, Alumni, Civic personnel /designation
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 Program, CPC and Social Association,  Minutes of the meetings report/document showing that the
Retirees, Professional  Constitution and By-laws of the organized party is functional -
Organizations, Partners, organizations
minutes, attendance , pictorials
Adopt a School Program  MOA and Minutes of the regular
meetings conducted  Signed Memorandum of
Partner, Child Protection
Agreement with stakeholders
Committee)
 Notice of Meetings and
 Copy of List of attendance sheets
Officers and  Signed Minutes of the Meetings
Members with attachments of
 Copy of Letter of memorandum, attendance, photos
Invitation  Activity Completion Report (3
 Minutes of years)
Meeting
 Updated
Consolidated
Action Plan
2. Achievement of goals is recognized based on  Performance  A community-level  A community-accepted
a collaboratively developed performance
accountability is practiced accountability system is performance accountability,
accountability system; gaps are addressed
at the school level. evolving from the school-led recognition and incentive system is
through appropriate action.
MOV –Quarterly SMEA initiatives. being practiced.
(program, pictorials),
AIP evaluation, Mid- Year MOV – Attendance , pictorials, MOV – Certificate of Appreciation
and Year- End (Catch-up terminal/completion report from any award giving body
Plan) IPCR/OPCR review
(mid-year review form),  Recognition Guidelines  Programs of community leaders’
Documentation of Best  List of Awards and initiative in giving awards and
Practices and Recognition Programs with recognition
community stakeholders’  Certificate of Recognition as 3
Performance
participation star in WinS
Accountability, Certificate  Photos  Participated in DMEA
of Recognition as 1 Star of  Certificate of Recognition as  Action Research Presented in the
WinS ( Water, Sanitation 2 star on WinS District
and Hygiene in School)  Presented in the DISMEA
 Activity Completion Report
 List of Interventions  List of Action Research
to Address Teaching- Proposals to address

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 Teaching and Learning Gaps
Learning Gaps Submitted to the District and
 Copy of the Minutes Approved
Meeting and
Attendance Sheet
 Progress Monitoring
Report

3. The accountability system that is owned by the  Community stakeholders  Community stakeholders  A community accepted
community is continuously enhanced to ensure
are invited to participate in contribute to the development accountability system effects
that management structures and mechanisms are
setting up an of an accountability system continuous improvement in the
responsive to the emerging learning needs and
accountability system for covers both school-based and management of learning
demands of the community.
school-based management community-wide Learning Management is the
An accountability system is the set of policies and
processes, structures and management of education. capacity to design pedagogic
practices that is used to measure and hold schools and
mechanisms. MOV – strategies that achieve learning
districts responsible for raising student achievement
MOV-  MOA / MOU between the outcomes for students.
for all students, and to prompt and support stakeholders and school
 Copy of Minutes of https://en.wikipedia.org/wiki/
improvement where necessary. Collaboration Meeting stating their accountability MOV- Performance Indicators
Accountability systems can do several important among SGC, SPT, and system - Child abuse cases will be
things. GPTA and Attendance  OPCRF/IPCRF criteria and lessened
sheet evaluation guidelines are Bullying Report
1)Set a clear expectation that schools must raise  Project Implementation properly disseminated to Decrease dropout
achievement for all of their students, not just some. Plan (3 Years) stakeholders (Supporting
 Letter of invitation to documents are -Increase in attendance, GWA,
stakeholders acknowledgement of the graduation rate
2)Communicate whether schools are meeting those memo and guidelines)
expectations — both for students overall, and for each  Project Monitoring Decrease in dropout, failure
Report  Project Monitoring Report  Filed Memo, Letters and
group of
and Recommendation Agenda
students they serve.
 Minutes of deliberations among
school and community
 3)Celebrate schools that are meeting or
stakeholders with
exceeding expectations for all groups of
documentation
students, and prompt action in those that are
 Portfolio of the M and E
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 Reports and Recommendation
not.

4)Direct additional resources and supports to

struggling districts and schools to help them improve

(https://edtrust.org/resource/new-school-accountability-
systems-in-the-statesboth-opportunities-and-peril/- 060718
4. Accountability assessment criteria and tools,  The school, with the  Stakeholders are engaged in  Stakeholders continuously and
feedback mechanisms, and information
participation of the development and collaboratively review and
collection and validation techniques and
stakeholders, articulates an operation of an appropriate enhance accountability systems’
processes are inclusive and collaboratively
accountability assessment accountability assessment processes, mechanisms and tools.
developed and agreed upon. (PROCESS)
framework with basic system. MOV – Mid year review of School
components, including MOV – Minutes of meetings M&E (SMEA processes and tools)
implementation  List of Findings and developed by the school and its
guidelines. Recommendation from stakeholders
MOV – School M&E tool the District  CI Project Monitoring
(SMEA processes and  CI Project Plan to Report
address the Teaching  Copy of the Division
tools) developed by the
Learning Gaps QAME Team
school and its
stakeholders)

5. Participatory assessment of performance is School initiated periodic  Collaborative conduct of  School-community-developed

done regularly with the community.
performance assessments performance assessment performance assessment is
Assessment results and lessons learned serve
which involve informs planning, plan practiced and is the basis for
as basis for feedback, technical assistance,
participation of adjustments and requirements improving, monitoring and
recognition and plan adjustment.
stakeholders. for technical assistance. evaluation systems, provision of
MOV- MOV- technical assistance, recognition
 Quarterly Homeroom  Minutes of meetings and and refinement of plans.
SPT/SGC/GPTA catch-up plan on gaps in
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 meeting performance – MOV-
 Report on Feedback on  least learned competencies 
interventions with
accountability per subject area accomplishment report
assessment  List of Awards and  List of recognition on program
 Minutes of Meetings Recognition Program duly acknowledged and approved
during the school’s  Record of feedback of assessment framework by the
dissemination to stakeholders school and community
community on the  Filed Report on Monthly stakeholders
assessment framework MOOE liquidation  Copy of consultation agreements
 Discussion on CPP and  School Report Card  Records of assessment of PPAs
ABA  List of Technical Assistance
 Implementation of TA Plan
 Invitation Needed and TA Plan (Approved Activity and Budget
 Memorandum Proposal)
 Progress Monitoring Report
D. Management of Resources Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and
efficiency.
1. Regular resource inventory is collaboratively  Stakeholders are aware  The resource inventory is  Resource inventories are
undertaken by learning managers, learning
that a regular resource characterized by regularity, systematically developed and
facilitators, and community stakeholders as
inventory is available and increased participation by stakeholders are engaged in a
basis for resource allocation and
is used as the basis for stakeholders, and collaborative process to make
mobilization.
resource allocation and communicated to the decisions on resource allocation
mobilization. community as the basis for and mobilization.
MOV- 1)Updated resource allocation and MOV – 1) School WFP
Transparency Board - mobilization. collaboratively prepared by the
Annual Budget Allocation MOV –1) CDR- Cash school and stakeholders,
–indicative budget Disbursement 2) AIP
2) Inventory records Register ,Inventory records and Project designs
(Inventory of Chairs, and financial statements that
classrooms, learning are certified correct by the
resources per subject per School head and others
grade, etc), involved in the conduct of
3) Teacher needs analysis, inventory or audit
4) Classroom needs 2) Document showing the
analysis participation of stakeholders
5) Financial statements of in the inventory(Ex.
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 canteen, rice field, & Membership of stakeholders
other school IGPs , in committees that take
6) CIBR, 7) Site charge of the inventory),
Development Plan 3) Evidences that the
6) Minutes of PTA financial statements and all
meetings reflecting the other inventory records are
dissemination of Financial disclosed to the stakeholders
Statement as one of the as the basis for resource
agenda generation and allocation
4)List of donations with
acceptance and partnership
established , (Ex. Minutes of
meeting with PTA or SGC for
this purpose)
2. There is a regular dialogue for planning and  Stakeholders are invited to  Stakeholders regularly  Stakeholders collaborate to ensure
resource programming that is accessible and
participate in the engaged in the planning and timely and need-based planning
inclusive to continuously engage
development of resource programming and and resource programming and
stakeholders and support the implementation
educational plan with actively participate in the support continuous implementation
of community education plan.
resource programming and implementation of the of the educational plan.
participate in the educational plan. MOV- 1) Municipal or Barangay
implementation. MOV – 1) Minutes of regular Ordinance adopting the SIP and
MOV-1) Letter of meetings of SPT incorporating the same to the
invitation, 2) Attendance sheet during development plan of the
2) Designation of regular meetings of SPT Barangay/Municipality,
stakeholders as members 3) Adopt-a-school Program 2)Attendance sheet of
of the SPT Report representatives of SGC, PTA,
3) Attendance sheet of 4) Partnership/ networking SPG/SSG and other internal or
invited stakeholders activities external stakeholders during the
(based on the e-SIP 5) Approved AIP/WFP formulation of SIP/AIP
manual) during SIP/AIP 3.Request / Transmittal letter for
formulation the adaption the SIP/AIP
4)DRRM Plan
5) Work Plan & Budget
Matrix
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 6) Brigada Eskwela
Report
7)Minutes of the Meetings,
Attendance Sheets
3. There is in place a community-developed  Stakeholders support  Stakeholders are engaged and  Stakeholders sustain the
resource management system that drives
judicious, appropriate, and share expertise in the implementation and improvement
appropriate behaviors of the stakeholders to
effective use of resource. collaborative development of of a collaboratively developed,
ensure judicious, appropriate and effective
MOV – 1) Attendance resource management system. periodically adjusted, and
use of resource.
sheet on the formulation MOV-1) Minutes of meetings constituent focused resource
Resource management is the process by which
and reviews of SIP/AIP reflecting the participation of management system.
businesses manage their various resources effectively.
Those resources can be intangible – people and time Participation during stakeholders in developing a MOV- 1) Minutes of periodic
– and tangible – equipment, materials, and finances. inspection resource management review of SIP/AIP, 2) Attendance
It involves planning so that the right resources are  Copy of the duly approved system- the SIP sheet during the SIP/AIP review
assigned to the right tasks. Managing resources resource management
involves schedules and budgets for people, projects, system of the school such
equipment, and supplies. as inventory of facilities
https://www.shopify.com/encyclopedia/resource-management- and equipment,
060718 documents of purchased
materials.

4. Regular monitoring, evaluation, and  Stakeholders are invited to  Stakeholders collaboratively  Stakeholders are engaged,
reporting process of resource management
participate in the participate in the development accountable in implementing a
are collaboratively developed and jointly
development and and implementation of collaboratively developed system
implemented by the learning managers,
implementation of monitoring, evaluation, and of monitoring, evaluation and
facilitators and community stakeholders.
monitoring, evaluation, reporting processes on reporting for resource
and reporting processes on resource management. management.
resource management. MOV- 1) Attendance sheet, MOV- Documentation of
MOV- 1) Letter of during the SMEA participation of stakeholders
invitation re: attendance 2) Records of the monitoring during the SMEA- as reporter,
to SMEA of PPAs with involvement of discussant, etc (EX. Program of
2)Attendance sheet stakeholders activities during the SMEA)
3)Record of Program  Plan of action in meeting the gaps
certification of or in addressing the issues and
downloaded school funds concerns of stakeholders on fund

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 (MOOE, SBFP, etc) management

5. There is a system that manages the network  An engagement procedure  Stakeholders support a system  An established system of
and linkages that strengthen and sustain
to identify and utilize of partnership for improving partnership is managed and
partnerships for improving resource
partnerships with resource management. sustained by the stakeholders for
management.
stakeholders for improving MOV – MOA / MOU continuous improvement of
resource management is  Records of expenditures resource management.
evident. aligned with AIP School budget is sustained and
MOV- 1) List of Partners  Financial statements institutionalized by LGU and/or
2) Designation of memorandum of agreement is community partners
coordinator for internal forged between the school and MOV
and external linkages the identified linkages and -List of donations fully
3) Liquidation reports networks implemented.
4) Designation and  List of Donations Partially  MOA / MOU are operationalized
Composition of BAC Implemented (Percentage of and implemented (e.g., program
Completion) of activities, timetable, reports,
attendance sheets and pictures.
 Copy of audited financial
statements
 Documentation of income and
generating projects
SUB-TOTAL LEVEL 1_________ LEVEL 2 ______________ LEVEL 3 _____________
Percentage Weight of Management Resources (15%) __________________
GRAND TOTAL LEVEL ____________

Reading Skills Rating Standards Rating

Highly Proficient (90-100%) 3
Proficient (75-89%) 2
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 Nearly Proficient (50-74%) 1
Poor (49% and below) 0

NAT MPS Rating Standards Rating

96-100 (Mastered) 3
86-95 (Moving Toward Mastery) 2
66-85 (Average Mastery) 1
36-65 (Low Mastery) 0
35 and below (Very Low Mastery) 0

IMPROVEMENT OF KPI’s for LEARNING OUTCOMES

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 Level 1 Level 2 Level 3
Access 10%
Percentage of attendance 94.44 & below 94.5-99.44 99.45 & above
Efficiency 40%
Retention rate 94.44 & below 94.5-99.44 99.45 & above
Dropout rate 2.0 & above 0.1 – 1.99 0
Failure rate 2.0 & above 0.1 – 1.99 0
Graduation rate 94.44 & below 94.5-99.44 99.45 & above
Promotion rate 94.44 & below 94.5-99.44 99.45 & above
Quality 50%
General Weighted Average 80.44 & below 80.45-90.44 90.45 & above

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