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: REGION VIII / SCHOOLS DIVISION OF CALBAYOG CITY

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
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
1. In place is a Development Plan The development plan guided
(e.g. SIP) developed collaboratively by the school’s vision, mission
by the stakeholders of the school and goal (VMG) is developed
and community. through the leadership of the
school and the participation of
some invited community
stakeholders.
Evidence:
 Approved/Accepted
SIP/Development plan
with the following documents
 Letter of Invitation of the school to
some community stakeholders re:
formulation of SIP/Dev’t Plan
 ACR with pictorials
Or
 Any other documents proving that
SIP was developed through the
leadership of the school and such
was participated in by some
community stakeholders
Other observations:
The development plan is evolved
through the shared leadership of
the school and community
stakeholders.
Evidence:
 Approved/Accepted SIP/Dev’t Plan
with the following documents
 MOA/MOU by the school and
community stakeholders (as
parties) re: formulation of SIP/Dev’t
Plan
 Program of activities and minutes
of workshop or ACR (with
pictorials)
Or
 Any other documents proving that
SIP/Dev’t Plan was developed
through the shared leadership of
the school and the community
3
The development plan is
enhanced with the community
performing the leadership roles
and the school providing
technical support.
Evidence:
 Approved /Accepted SIP &
Enhanced Dev’t Plan with the
following documents:
 Invitation of the stakeholders to
other stakeholders and the school
for the enhancement of the
SIP/Dev’t Plan
 Program of activities, minutes of
workshop & ACR (with pictorials)
Or
 Any other document proving that
there was enhancement of
SIP/Dev’t Plan & such activity was
led by the community & technical
assistance was provided by the
school
 Indicators 1 2
2. The development plan (e.g. The school leads the regular
SIP) is regularly reviewed by the review and improvement of the
school community to keep it up development plan.
responsive and relevant to
emerging needs, challenges and
opportunities
Evidence:
 Improved /Adjusted SIP/Dev’t Plan
With the following
 Letter of invitation of the school to
the stakeholders re: Review &
Improvement of the Dev’t Plan
 ACR (with pictorials)
Or
 Any other documents
(printed/electronic) proving that the Or
Dev’t Plan as reviewed and
improved through the leadership of
the school
Other observations:
The school and community
stakeholders working as full
partners, lead the continual
review and improvement of the
development plan.
Evidence:
 Improved /Adjusted SIP/Dev’t
Plan with the following:
 MOA/MOU by the school & the
community stakeholders (as
parties) re: Partnering for
continual review & improvement
of the Dev’t Plan
 ACR (with pictorials)
 Any other documents
(printed/electronic) proving that
the school and the community
stakeholders worked as full
partners which led to the
continual review & improvement
of the Dev’t Plan
3
The community stakeholders
lead the regular review and
improvement process; the
school stakeholders facilitate
the process.
Evidence:
 Improved /Adjusted SIP/Dev’t Plan
with the following:
 Invitation of community stakeholders
re: regular review & improvement of
the Dev’t Plan
 ACR (with pictorials)
Or
 Any other document
(printed/electronic) proving that the
community stakeholders led to the
regular review & improvement process
& the school facilitated the process
 Indicators 1 2
3. The school is organized by a clear structure The school defines the
and work arrangements that promote shared organizational structure, and the
leadership and governance and define the roles and responsibilities of
roles and responsibilities of the stakeholders. stakeholders.
Evidence:
School developed Organizational
Structures with TORs/ identified roles
and responsibilities of school
stakeholders.
Other observations:
The school and community
collaboratively define the structure
and the roles and responsibilities of
stakeholders.
Evidence:
Organizational structures w/
TORs/identified roles and
responsibilities bearing names of
community and school stakeholders as
part of the definition and formulation of
the organizational structure
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.
Evidence:
Any of the ff:
 Minutes of Meetings
 Resolutions/MOAs/MOUs
 Programs/Matrices/Pictorials
(Reflecting names of community
and school stakeholders
leading/initiating the formation
of organizational structure with
defined roles and
responsibilities)
 Indicators 1 2
4. A leadership network facilitates The school defines the
communication between and among school organizational structure, and the
and community leaders for informed decision- roles and responsibilities of
making and solving of school-community stakeholders.
wide-learning problems
A network has been
collaboratively established
and is continuously
improved by the school
community.
Evidence:
Evidence:
Any of the ff:
 Principals Report on the
Progress of SIP/AIP
Implementation.
 Transparency board
suggestion box
 log sheets/log books or any
information network
(MIS/SIS/s, etc.) established
functionally in school
Other observations:
3
The school and community Guided by an agreed
collaboratively define the organizational structure, the
structure and the roles and community stakeholders lead in
responsibilities of defining the organizational
stakeholders. structure and the roles and
responsibilities; school provides
The network actively provides technical and administrative
stakeholders information for support.
making decisions and solving
The network allows easy
learning and administrative
exchange and access to
problems.
information sources beyond the
school community.
Evidence:
 SIP/AIP Implementation Plan
Any of the ff:
and progress on SIP
 Year End School
implementation, reported to
Accomplishment Report Cards
the Brgy. Officials or Municipal
widely disseminated to
Executives reflecting easy
stakeholders.
disclosure of information
 School Paper showing Year End
about decisions to learning
SARCs widely disseminated to
and administrative problems
stakeholders
using MEA Technology
 On line accounts or any
functional/operational school
communication program
showing regular and easy
access to school information
 Indicators 1 2 3
5. A long term program is in operation that Developing structures are in Leaders undertake training Leaders assume responsibility
addresses the training and development needs place and analysis of the modes that are convenient to for their own training and
of school 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:
Any of the ff: Any of the ff:
 NCBTS-NCBSSH TDNA  School-Based Training based  ACR on Training and
Result on needs Development Activities
 IPPD/SPPD  Training Design  Implementation Plans
 Professional Development  ACR  Mentoring & Coaching schedule
Profile of teachers/ non  Attendance Sheet
teaching personnel

Other observations: Recommendations:

SCORE: Total Score = ______ =

_______
5 5

Validated by:

______________________________
_______
Signature Over Printed Name/Position
 ______________________________
_______
Signature Over Printed Name/Position

______________________________
_______
Signature Over Printed Name/Position

INDICATORS 1 2 3

1. The curriculum 1
provides for the
development needs of all All types of learners of the school
types of learners in the community are identified, their learning
school community 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.
Programs are fully implemented and
closely monitored to address
performance discrepancies,
benchmark best practices, coach
low performers, mentor potential
leaders, reward high achievement,
and maintain environment that
makes learning meaningful and
enjoyable.
Evidence:
 School Supervisory Plan (monthly)
 Monthly Supervisory Report
 Any Program/Project to address
performance discrepancies/ deficits/gaps
e.g. RRE, School Remedial Program
 Reading Program/ ADMs Implementation  School’s Best Practices Accomplishment
Report
 ACR/Narrative Report of INSETs
conducted
The educational needs of all types of
learners are being met as shown by
continuous improvement on learning
outcomes and products of learning.
Teachers’ as well as students’
performance is motivated by intrinsic
rather than extrinsic rewards. The schools’
differentiated programs are frequently
benchmarked by other schools.
Evidence:
 Improved learning outcomes (Achievement
Rate, Promotion Rate, Failure Rate)
 Log Book/Record Sheet/ showing names of
visitors benchmarked school’s initiated
programs/projects
Report
 RRE/ Reading Program Intervention  ACR and copy of program for periodic
Materials and ADM Modules recognition (e.g. quarterly convocation/
year- end recognition rites)

OTHER OBSERVATION:
II. CURRICULUM AND INSTRUCTION
INDICATORS 1 2 3

2. The implemented 1 The localized curriculum is

curriculum is localized to
make it more meaningful to Local beliefs, norms, values,
the learners and applicable traditions, folklores, current events,
to life in the 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
implemented and monitored closely to
ensure that it makes learning more Best practices in
meaningful and pleasurable, produces localizing the curriculum
desired learning outcomes, and are mainstreamed and
directly improves community life. benchmarked by other
Ineffective approaches are replaced schools. There is
and innovative ones are developed. marked increase in
number of projects that
Evidence: uses the community as
learning laboratory, and
 M & E/Supervisory Report on localized
curriculum the school as an agent
 Adjusted localized curriculum of change for
 Sample performance outputs that could improvement of the
be utilized to improve community life (e.g. community.
solid waste management, tree planting/
linis bayan activity, etc.) 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)

3. A representative group of A representative team of school and Learning materials and approaches to
school and community community stakeholders assess reinforce strengths and address
stakeholders develop the content and methods used in teaching deficiencies are developed and tested Materials and
methods and materials for creative, critical thinking and problem for applicability on school, family and approaches are
developing creative thinking & solving. Assessment results are used community. being used in
problem solving as guide to develop materials. school, in the family
and in community to
develop critical,
creative thinking and
Evidence: problem solving
Evidence:
community of
 Minutes of meeting or any document  Developed/reproduced/ procured learning learners and are
as MOV that the content and materials that could be used to reinforce producing desired
method used in teaching were strengths and address weaknesses results.
assessed by any of the ff. team: applicable in the school, home and
 PTA community (e.g. individualized learning
 School Governing Council (SGC) modules for students, home study
 School Planning Team (SPT) manuals for parents and community
 School M & E Team (SMET) 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

regularly and collaboratively
monitored by the community
using appropriate tools to
ensure the holistic growth and
development of the learners
and the community
system is
A school-based monitoring and The school-based monitoring and accepted and
learning system is conducted learning systems generate feedback regularly used for
regularly and cooperatively, and that is used for making decisions that collective
feedback is shared with enhance the total development of decision making.
stakeholders. learners.

The system uses a tool that monitors A committee take care of the
the holistic development of learners. continuous improvement of the tool.

Evidence: Evidence:

 Procedure on the conduct of Monitoring  Feedback mechanism for a well-informed The monitoring
Evaluation & Adjustment (SMEA) decision making (e.g. suggestion box, text tool has been
 Terms of Reference (TORs) of school’s brigade, forums /assembly) improved to provide
M & E team (SMET)  Minutes of meeting of the M & E team both quantitative and
 SIP/AIP-based Monitoring & Evaluation before the conduct of School Monitoring, qualitative data.
instrument /tool Evaluation & Adjustment (SMEA)
 Schedule on the conduct of SMEA  Record of M & E related activities
conducted
Evidence:

5. Appropriate assessment
tools for teaching and learning
are continuously reviewed and
improved, and assessment
results are contextualized to
the learner and local situation Evidence:
and the attainment of relevant
 Competency based Test materials duly
life skills.
 ACR on the conduct of activity relative to
 Result on the regular
conduct of School
Monitoring Evaluation
and Adjustment
(SMEA)
 Updated/improved M
& E Tool designed by
the School M & E
Team duly approved
by the School Head/
SGC
The assessment tools are reviewed School
by the school and assessment assessment
results are shared with school’s The assessment tools are reviewed by results are used to
stakeholders. the school community and results are shared develop learning
with community stakeholders. programs that are
suited to
Evidence: community, and
checked/ approved by the School Head  Structure in charge of the review and customized to
(e.g. Table of Specifications, Periodical improvement of assessment tools (list and each learner’s
Test Questions, Test/ Item Analysis, Item TOR) context, results of
Bank, other test materials, etc.)  Minutes of meeting/ACR/ on: which are used for
- review of assessment tools collaborative
sharing of assessment results with participated by stakeholders decision-making.
school’s stakeholders (e.g. quarterly
issuance of Pupil/Student Report Card, Evidence:
issuance of NAT and NCAE results to
parents  Any document of a
functional/operational
community based
initiated programs
and/ or projects (e.g.
Community Learning
Centers)
conceptualized to
 address the learning
deficits/ discrepancies
of the learners based
from the school
assessment results.

6. Learning managers and Stakeholders are aware of Stakeholders begin to practice

facilitators (teachers, Child/Learner-Centered, right-based child/learner-centered principles of
administrators and community and inclusive principles of education. education in the design of support to Learning
members) nurture values and education. environments,
environments that are Learning managers and facilitators methods and
protective of all children and conduct activities aimed to increased Learning managers and facilitators resources are
demonstrate behaviors stakeholders awareness and apply the principles in designing community driven,
consistent to the commitment to fundamental rights of learning materials. inclusive and
organization’s Vision, Mission children and the basic principle of adherent to child’s
and Goals. educating them. rights and
protection
requirements.

Evidence: Learning
Evidence: managers and
 List of Children’s Rights and
Responsibilities (in Filipino or vernacular) facilitators
strategically placed/posted in a very  Barangay Dev. Plan/ Municipal observe learner’s
conspicuous place Investment Plan showing supports to rights from
 School policies which spell out the rights education which are anchored on child/
learner-centered principles of education designing the
of children curriculum to
 ACR/ Minutes of Meeting on the conduct  Four As (Activity, Analysis, Abstraction
and Application) based lesson plans structuring the
of activity relevant to learner-centered,
right-based, and inclusive principles of using/ integrating GAD and ABC whole learning
education /A Child & principles in the key behaviour environment.
 Community-Centered Education indicator/value aim
Systems (ACCESs)
 Evidence:

 At least 70% of all of

the 7 domains of the
Child Friendly School
System (CFSS) tool
are satisfied.
 ACCESS compliant
school plans ( AIP /
SIP )
 School and community
record of activities
showing concern to
children

7. Methods and resources are Practices, tools and materials for There is
learner and community- developing self-directed learners are continuous
friendly, enjoyable, safe, Practices, tools and materials for beginning to emerge in the homes exchange of
inclusive, accessible and developing self-directed learners are and in the community. information,
aimed at developing self- highly observable in school, but not in sharing of
directed learners. Learners are the home or in the community. expertise and
equipped with essential materials among
knowledge, skills, and values the schools, home
to assume responsibility and Learning programs are designed and community for
accountability for their own and developed to produce learners the development
learning. The program is collaboratively of self-directed
who are responsible and
implemented and monitored by learners.
accountable for their learning.
teachers and parents to ensure that it
produces desired learners.
 Evidence: Evidence: The program is
mainstreamed but
continuously
 Learning Competency Directory (LCD)  LCDs are shared with the parents for improved to make
per subject posted in the classroom (it is them to guide the learning activities of relevant to
anchored on the budget of lesson per their children emergent
subject which reflects the competencies demands.
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 Evidence:
accountable for their learning e.g.
modular instruction, peer tutoring and/or
Youth Peer Education
 ACR on community
based FGD on LCD
utilization
 Document/record of a
sustained and/or
improved program for
a self-directed
learners
Other Observations: Recommendations
SCORE: Total Score =
= _______
10
10
 Validated by:

___________________
__________________
Signature Over Printed
Name/Position

___________________
__________________
Signature Over Printed
Name/Position

___________________
__________________
Signature Over Printed
Name/Position

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

INDICATORS 1 2 3

There is an active party that initiates The stakeholders are engaged in Shared and participatory
1. Roles and clarification of the roles and clarifying and defining their processes are used in
responsibilities of responsibilities in education delivery. specific roles and responsibilities. determining roles,
accountable person/s and responsibilities, and
collective body/ies are accountabilities of
stakeholders in
clearly defined and agreed
Evidence: Evidence: managing and
upon by community  School has an organized team that Presence of the ff: supporting education.
stakeholders defines the roles and responsibilities of  Minutes of meeting/ FGD
the following:  ACR
- PTA,SGC, School’s Finance Team  Result of Focused Group Discussion Evidence:
- PGO/SGO (FGD) Presence of the ff:
- SIP Teams Showing involvement of stakeholders  School Handbook
- Grievance Committee in clarifying and defining their specific  Memorandum of Agreement/
- Other Committees Covenant/Contract
  List of roles and responsibilities roles and functions through a flow
chart
(Duly signed by stakeholders
to signify their
accountabilities and
responsibilities in managing
and supporting education)

2. Achievement of goals is A community-level accountability

recognized based on a system is evolving from school-led
collaboratively developed Performance accountability is practiced at the initiatives. A community-accepted
performance school level performance accountability,
accountability system; recognition and incentive system
gaps are addressed is being practiced.
through appropriate
action

Evidence:
Evidence:
 System on School Monitoring Evaluation  System on School Monitoring Evidence:
& Adjustment (SMEA) Evaluation & Adjustment (SMEA) is
- Structure established and regularly conducted

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
- Procedure - SMEA Result both quantitative &  Accomplishment reports
- Tools/instrument qualitative /MOA duly signed by
- Feedback from stakeholders stakeholders
(through suggestion box, text  Institutionalized Recognition
brigade, forum/ assembly,) & incentive system
- Programs/memos on
school-based awards
giving
- List of awardees
stakeholders (internal &
external)
1 2 3
The school articulates the
accountability assessment framework with
basic components, including Stakeholders are engaged in the School community
implementation guidelines to the development and operation of an stakeholders
appropriate accountability continuously and
stakeholders.
assessment system. collaboratively review
Evidence: and enhance
Evidence: accountability systems’
 Any school’s initiated accountability
 ACR/accomplishment Report/Minutes processes, mechanisms
assessment framework with structure &
of Meeting duly signed by the and tools.
implementing guidelines (as part of the
school handbook) stakeholders who participated in the
crafting of the accountability Evidence:
 Communication letter
 Pictorials assessment framework.
 Any document showing that the  Any report of an activity
 Attendance Sheet conducted for the review and
 Minutes of meetings containing the system is operational
enhancement of the school
suggestions for improvement or the like 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
4. Accountability The school, with the participation of Stakeholders are engaged in the Stakeholders continuously
assessment criteria and stakeholders, articulates an development and operation of an and collaboratively review
tools, feedback accountability assessment framework appropriate accountability assessment and enhance
mechanisms, and with basic components, including system. accountability systems;
information collection and implementation guidelines. processes, mechanism
validation techniques and Evidence: and tools.
processes are inclusive Evidence:
School-Based Accountability Evidence:
and collaboratively Assessment Framework
School-Based Accountability
developed and agreed Assessment Framework -Structure School-Based Accountability
upon. -Structure -Processes
-Processes -Tools Assessment Framework
-Tools -Structure
With the following documents: -Processes
-Tools
With the following documents:  Quarterly accomplished/utilized
accountability assessment tools With the following documents:
 Invitation letter to stakeholders (SHs, T’s, Pupils, Parents,
 Minutes in the articulation of the External Stakeholders)  Any document showing
Accountability Assessment  Or any document proving the the continuous and
Framework engagement in the development collaborative review and
 School-Based Accountability and operation of the accountability enhancement of
Assessment System developed assessment system accountability system;
processes, mechanism
and tools

5. Participatory
assessment of
performance is done The school initiates periodic Collaboratively conduct of School-community-
regularly with the performance assessment with the performance assessment informs developed performance
community. Assessment participation of stakeholders. planning, plan adjustments and assessment is practiced
results and lessons and is the basis for
learned serve a basis for requirements for technical improving monitoring and
feedback, technical assistance. evaluation system,
assistance, recognition providing technical
and plan adjustment. assistance, and
Evidence:
recognizing and refining
Evidence:
 Quarterly Report on School Monitoring plans.
Evaluation & Adjustment  Integrated SMEA results to:
- SIP/AIP
- Technical Assistance Plan

Evidence:

 SMEA served as basis

for:
- Adjusted SIP/AIP
-Adjusted Monitoring &
Evaluation System
-Adjusted Technical
Assistance Plan
Observations: Recommendations:
SCORE: Total Score =
= ______
5 5

Validated by:

________________________
_____________
Signature Over Printed
Name/Position

________________________
_____________
Signature Over Printed
Name/Position
 ________________________
_____________
Signature Over Printed
Name/Position

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 and mobilization. to the community as the basis for decisions on resource allocation
resource allocation and and mobilization.
mobilization.
resource allocation and
mobilization.
Evidence: Evidence: Evidence:

 Timely submission of liquidation  No adverse COA findings on

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

Indicators 1 2 3
Stakeholders are invited to Stakeholders are regularly engaged Stakeholders collaborate to
participate in the development in the planning and resource ensure timely and need-based
of an educational plan in programming and in the planning and resource
resource programming and in implementation of the education programming and support
the implementation of the plan. continuous implementation of
educational plan. the education plan.
2. A regular dialogue
for planning and
resource
programming, that
is accessible and
inclusive,
continuously
engage Evidence:
stakeholders and Evidence: Evidence:
 Timely issuance of Proof of support that amount has been  Rendering of monthly/bi-
support memo and minutes of generated and deposited in banks
implementation of monthly/quarterly/semestral/annual
regular meetings (with consultative conference with
community
attendance sheets) of finance/management team,
education plans.
the finance team stakeholders, funding agencies
(school level) and donors
 Timely issuance of  Updated status report of resources
memo and concerned generated and disbursement for
DepEd personnel and the intended purpose
invitation to external  Updated financial statement
stakeholders/GA’s for posted on the transparency board
regular conferences  Sustained resource generation to
 Regular posting of support the school SIP
financial implementation
statements/financial
report rendered to
stakeholders during
the conference

Indicators 1 2 3
3. In place is a Stakeholders support judicious, Stakeholders are engaged and Stakeholders sustain the
community- appropriate, and effective use of share expertise in the collaborative implementation and improvement
developed resources. development of resource of a collaboratively developed,
resource Evidence: management system. periodically adjusted, and
management  Copy of the Barangay Evidence: constituent-focused resource
system that /Municipal/ Provincial management system.
drives Evidence:
Annual
appropriate
 behaviors of the  Budget plan reflecting
stakeholders to allocation for the
ensure judicious, school
appropriate, and  Copy of resolution for
effective use of IRA, Municipal
resources. /Provincial SEF
 Copy of the
disbursement voucher
of the fund allocated
for the school with
photocopied cheque
 Financial disbursements of the fund
provided by the barangay/municipal/
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
 SRC showing the significant
decrease in the 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.

4. Regular monitoring, Stakeholders are invited to Stakeholders collaboratively Stakeholders are engaged, held
evaluation, and participate in the development participate in the development accountable and implement a
reporting and implementation of and implementation of collaboratively developed
processes of monitoring, evaluation, and monitoring, evaluation, and system of monitoring, evaluation
resource reporting processes on resource reporting processes on resource and reporting for resource
management are management. management. management.
collaboratively Evidence: Evidence: Evidence:
developed and
 Letter of invitation to  ACR on the development and  School Community stakeholders
implemented by stakeholders on the implementation report on the M &
implementation of monitoring,
the learning development and E and reporting system for
evaluation, and reporting processes on
managers, implementation of resource management
resource management
facilitators and
monitoring,  Quarterly/Annual SMEA report  Add –on documentations such as
community
evaluation, and pictorials etc….
stakeholders.
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 3
5. There is a system An engagement procedure to Stakeholders support a system
An established system of
that manages identify and utilize partnerships of partnerships for improving
partnership is managed and
the network and with stakeholders for improving resource management. sustained by the stakeholders
linkages which resource management is for continuous improvement of
strengthen and evident. resource management.
sustain
partnerships for Evidence: Evidence: Evidence:
improving  ACR/ PCR/based on existing MOA / MOU, Resolution,
resource  Letter of invitation Deed of Donations and Pledges
 MOA/MOU
 Minutes of meetings  Status report
management.  Resolutions
with attendance sheet  Monthly/ quarterly financial report of any sustained
 Deed of
 Organized Resource resource generating activity
Donation
Generation  Minutes of regular meetings with attendance sheet
 Pledges
Committee with
 Delivery  Any document that would prove the presence of a sustained
corresponding TORs
Receipts income generating project/ activity lead by the stakeholders
 Feasibility
study / Project
Proposal
 Minutes of
meetings
conducted by
the Resource
Generation
Committee
Other observations: Recommendations:
SCORE: Total Score = = _________
5 5

Validated by:

_____________________________________
Signature Over Printed Name/Position

_____________________________________
 Signature Over Printed Name/Position

_____________________________________
Signature Over Printed Name/Position

BEST PRACTICES:
1) Strong leadership of the School Head
2) Presence of School website
3) Strong support from the different stakeholders (Alumni, PTA, 4Ps Parents, Barangay Councils of 2 feather
barangays
4) Diligent and committed teachers and have the passion to work beyond office hours
5) Well-structured and organized SBM HUB
6) SBM Mentor to 3 Districts
7) With proper waste management

SUMMARY OF RATING FOR SCHOOL YEAR 2015-2016

I. Leadership and x .30 =
Governance (30%)
II. Curriculum and x .30 =
Instruction (30%)
III. Accountability x .25 =
and Continuous
Improvement (25%)
IV. Management of x .15 =
Resources (15%)

TOTAL SCORE __________________ ___________________

(Sum of all
 weighted
ratings)

_________________________________
School Head/Ratee
Validated by:
SBM - PASBE District Validation Team

_______________________________________ _______________________________________ _______________________________________

________________________________________
Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed
Name/Position

_______________________________________ _______________________________________ _______________________________________

________________________________________
Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed
Name/Position

Attested and Reviewed by:

SBM – PASBE Division Validation Team

_______________________________________ _______________________________________ _______________________________________

________________________________________
Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed
Name/Position

_______________________________________ _______________________________________ _______________________________________

________________________________________
 Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed Name/Position Signature Over Printed
Name/Position