CHECKLIST FOR THE SCHOOL-BASED MANAGEMENT-PASBE-DOCUMENTARY

ANALYSIS, OBSERVATION AND DISCUSSION

(SBM-PASBE-DOD) SUGGESTED MOVs

(Note: The sub-indicators may be added with other artifacts that may support the
rating.)
SCHOOL-BASED MANAGEMENT
A. Principle 1: LEADERSHIP & 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.
Indicator No. 1:
In place is a Development Plan (e.g. SIP) developed collaboratively by the stakeholders of the school
community.
YES NO REMARKS
1. School-Community Profile/School-Community Data (SCDT)
2. School Report Card (SRC)
3. Situational Analysis (SitAn)
3.1 GAP Analysis
3.2 Fishbone/Problem Tree/WHYH-WHY-WHY
3.3 Process Map
3.4 Root Cause Analysis
3.5 PIA Prioritization Analysis
3.6 School Process Analysis
4. School Improvement Plan
4.1 Planning Worksheets (Access and Quality by Key Stage &
Governance)
4.2 Annual Improvement Plan (AIP)
4.3 Annual Procurement Plan (APP)
4.4 PIA Prioritization
4.5 Project Proposal and Budget Matrix
4.6 Monitoring & Evaluation Plan
4.7 Communication/Advocacy Plan
4.8 Communicating with stakeholders
 State of the School Address based on the SRC
 Advocacy Materials
5. List of School Planning Team
6. List of Project Teams
7. Technical Assistance Plan on the crafting/Implementing the SIP/AIP
8. Memo/Invitation on the development plan for SIP/AIP
9. Attendance
10. Minutes/Narrative Report
Indicator No. 2:
The development plan (e.g. SIP) is regularly reviewed by the school community to keep it responsive
and relevant to emerging needs, challenges, and opportunity.
YES NO REMARKS
1. Implementation Status:
1.1 Physical Accomplishment Report
1.2 Work and Financial Report
1.3 S-Curve (physical and financial target vs actual)
1.4 Physical Output of programs/projects implemented
1.5 SMEPA Reports (Attendance/program/copy of presentation/
synthesis)
1.6 Communication to stakeholders of review results
 1.7 Monitoring and Evaluation Report of results
1.8 Attendance of SPT and PTs during the review
1.9 Minutes of the meeting/narrative reports
1.10 Communication for the conduct of the review of the SIP/AIP
1.11 SIP & AIP duly signed by SPT members & endorsed to the SDS
Indicator No. 3
The school is organized by a clear structure and work arrangements that promote shared leadership
and governance and define the roles and responsibilities of the stakeholders.
YES NO REMARKS
1. Organizational Structure of the School
2. Designation Orders of assignments with defined roles &
responsibilities duly signed
2.1 SPT & PT
2.2 School Coordinators
2.3 Other Committees
2.4 Pupils/Students Organizations & Clubs
2.5 PTA
2.6 SGC
2.7 Alumni
2.8 Child Protection Committee
2.9 Others (if applicable to the school
2.10 FGD led by SPT on roles and responsibilities supported by the
school Memo/Invitation/Minutes
Indicator No. 4
A leadership network facilities communication between and among school and community leaders for
informed decision-making and solving of school community wide-learning problems.
YES NO REMARKS
1. Communication system/modes/means
1.1 Newsletter
1.2 Leaflets
1.3 Brochures
1.4 Orders/Memos/Advisories
1.5 Management Reports
1.6 Accounts
1.7 Job Description
1.8 Bulletin Boards
1.9 Internet
1.10 Intranet
1.11 E-messages
1.12 Meetings
1.13 Negotiations
1.14 Web 2.0 technologies, etc.
1.15 Conferences
2. Communication Channels
2.1 Written
2.2 Oral
2.3 Technology-based
3. Communication Plan
3.1 Structure (In charge personnel)
3.2 System/Process/Protocol
4. Records of meetings/forum/consultation/assemblies
conducted based on communication for decision making
Indicator No. 5
A long-term program is in operation that addresses the training and development needs of school and
community leaders
YES NO REMARKS
A. Mgt. of School-Based T&D (MSBTD) System
1. T&D Needs Assessment (TDNA)
1.1 NCBTS-TSNA
1.2 TDNA for School & Community Leaders (SCL)
1.3 Organizational TDNA
1.4 M&E for TDNA
2. Professional Development Planning (PDP) System
2.1 Individual Plan for Professional Development (IPPD)
2.2 School Plan for Professional Development (SPPD)
2.3 School Plan for Professional Development (SPPD) of
SCL
2.4 QA – M&E for PDP
3. Program Designing & Resource Development (PDRD)
System
3.1 Development of Program Designs
3.2 Development of T&D Resources Packages
a. Quality Assurance & M&E for Program Design &
Resource Development
4. Program Delivery System
4.1 Formal face-to-face Program
4.2 Job-Embedded Learning (70% immersion, etc.)
4.3 M&E for Program Delivery
5. Training & Development Information (70% immersion,
etc.)
6. List of Training/SLAC conducted
6.1 SLAC/INSET Action Plan
6.2 List of Learning Mentors/Facilitators
6.3 Training Matrix
6.4 Accomplishment Reports
6.5 Attendance Records
6.6 Pictures
6.7 Outputs/Kits/Materials
6.8 Records of Meeting
CHECKLIST FOR THE SCHOOL-BASED MANAGEMENT-PASBE-DOCUMENTARY
ANALYSIS, OBSERVATION AND DISCUSSION
(SBM-PASBE-DOD) SUGGESTED MOVs

(Note: The sub-indicators may be added with other artifacts that may support the
rating.)
SCHOOL-BASED MANAGEMENT
B. Principle 2: CURRICULUM & INSTRUCTION
The curriculum learning systems anchored on the community and learner’s contexts and
aspirations are collaboratively developed and continuously improved.
Indicator No. 1:
The curriculum provides for the needs of all types of learners in the school community
YES NO REMARKS
1. Copy of RA 10533
2. Copies of the description of the Curriculum Offered based on RA
10533: Enhanced Basic Education on K to 12 Curriculum
(check if applicable) 2.1 Science Curriculum
2.2 Sports Curriculum (DO 56, s. 2012)
2.3 Arts Curriculum (DO 56, s. 2012)
2.4 Curriculum for Journalism (DO 46, s. 2012)
2.5 Tech Voc Education (DO 68, s. 2012)
2.6 SPED (DO 60, s. 2012)
2.7 Madrasah Education (DO 40, s. 2011)
2.8 IP Education (DO 62, s. 2012)
2.9 Copies of CGs of the Grade levels offered
2.10 Curriculum Tools Used
2.11 Others (pls. indicate)
3. Data on enrichment per curriculum offered
4. Class Programs/General Class Programs
5. Schedule of remedial classes/intervention/enrichment classes
6. IS Plan/TA Plan
7. Records of Instructional Supervision conducted/IS Reports
8. Reports/evidences of Benchmarking by other schools/district/
division/region in the school
9. Awards received (both academics and non-academics) by students,
teachers, school, stakeholders
10. Accomplishment Reports related to the indicator being assessed
Indicator No. 2:
The implemented curriculum is localized to make it more meaningful to the learners and applicable to
life in the community.
YES NO REMARKS
1. Indigenized IMs development based in IPKSP Framework
1.1 Orthography
1.2 Primer
1.3 Short Stories/Big Books
1.4 L1 & L2 Dictionary
1.5 Word List
2. IPKSP Framework of the 5 Major Tribes
2.1 History of People & Community
2.2 Leadership & Socio-political Structures/Justice System
2.3 Family Relations
2.4 Literature
2.5 Rituals & Festivities
 2.6 Language Structure
3.Files on Orientation conducted on the different subject
areas/discipline/programs
4. Reports on projects related to increasing the performance/KPIs
5. Reports of impact of programs to school performance
6. Evidences of utilizing school community as a learning laboratory for
stakeholders
7. Other supporting artifacts
Indicator No. 3
A representative group of school and community stakeholders develop the methods and developing
creative thinking and problem solving
YES NO REMARKS
1. Action research conducted
2. Research-based interventions/projects
3. List of Project Teams on methods and materials development
4. List/Files & Pictures or any evidences of
materials/methods/capability building/activities conducted related
to the development of critical thinking and problem solving
5. Reports on impact of the projects/activities/interventions
6. Evidences of creative strategies used in producing desired results
7. Pictures & other artifacts
8. NAT Results
9. Project M&E Reports/results
10. Reports/evidences of the utilization of the materials
Indicator No. 4
The learning systems are regularly and collaboratively monitored by the community using appropriate
tools to ensure the holistic growth and development of the learners and the community
YES NO REMARKS
1. Assessment (DO 55,s. 2016)
1.1 For learning
1.1.1 Focused questioning
1.1.2 Anecdotal records
1.2 As learning
1.2.1 In-class discussion of learning points
1.2.2 Self-assessment/checklist/learning logs
1.3 Of learning
1.3.1 Anecdotal notes
1.3.2 Quizzes
1.3.3 Writing samples marked using rubrics
1.3.4 Documented observations
1.3.5 Performance-based assessment
1.3.6 Supervisory Plan/Chart/Schedule
1.3.7 Supervisory Results w/ recommendations
1.3.8 FGD for review of tools
1.3.9 Tools used for monitoring holistic growth &
development
1.3.10 Project proposals & action research
1.3.11 Files of communication to & from with approval
1.3.12 Reports /files of tools accomplished
Indicator No. 5
Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and
assessment results are contextualized to the learner and local situation and the attainment of
relevant life skills
YES NO REMARKS
1. School Reading Program
1.1 EGRA-ARATA Assessment Results (DM 24, s. 2013)
1.2 PHIL-IRI Assessment Results
 1.3 School Initiated Reading Evaluation
1.4 Classroom-based observation protocol
/system/process
1.5 Reading Assessment Tools Enhancement review results
1.6 Accomplishment Reports
1.7 Approved Programs & projects implemented
1.8 Conference notebooks showing plans &
accomplishments for decision making
1.9 Minutes of meetings related to the indicator assessed
1.10 Classroom observation/evaluation results
1.11 Action plans
1.12 Memos issued
1.13 Other artifacts
2. Assessment Tools used
2.1 Checklists
2.2 Rubrics
2.3 Criteria for Performance-Based Assessment
3. SIP/AIP/Project design
4. Diagnostic Test Results
5. Pre-test and Post-test results (Reading Assessment)
6. Reporting and Feedbacking
7. List/Evidences of meeting with parents for academic
8. School Performance Indicators
9. Records/evidences of meeting with parents for academic
reporting/feedbacking
10. Instructional Supervisory reports/Pre AND Post Conferences
reports
Indicator 6
Learning management and facilitators (teachers, administrators and community members) nurture
values and environments that are protective of all children and demonstrate behaviors consistent to
the organization’s vision, mission, and goals
YES NO REMARKS
1. Child Protection System
1.1 Building Basic Infrastructure (BBI) System
1.1.1 Advocacy Campaign
1.1.2 CPC Structure & Policy
1.1.3 Adaption of Student Code of Conduct
1.1.4 M&E for BBI)
1.2 Preventive Measures (PM) System
1.2.1 Constitution & By-laws for school officials &
personnel
1.2.2 Constitution & By-laws for parents
1.2.3 Constitution & By-laws for students
1.2.4 Quality Assurance M&E for Preventive Measures
1.3 Protective & Remedial Measures (PRM) System
1.3.1 Handling Bullying incidents & other acts of
Violence/Abuses
1.3.2 Implementation of non-punitive measures
1.3.3 Quality Assurance & M&E for PRM
1.4 Effective Crisis Management (ECM) System
1.4.1 Handling Child Abuse, Exploitation, Violence &
Discrimination cases
1.4.2 Referrals & Assessment of Offenders, Victims, &
Other Children
1.4.3 M&E for ECM
2. Copy of DO 40, s. 2012
3. Personal safety lesson on DO 40, s. 2012/Lesson Integration
 4. Peace Initiatives
4.1 Child Friendly School System
4.2 GAD
4.3 NDEP
4.4 Teachers’ Welfare & Development
4.5 Health & Wellness Program
4.6 Action Plans
4.7 Enhanced Guidance Program/Activities
4.8 Action Research
4.9 Evidences & Reports of success and impact of the program
4.10 Records of no bullying, sex abuse cases, etc.
4.11 Awards received by the school, teachers & other
stakeholders
4.12 Grievance Committee
Indicator
Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible, and
aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills,
and values to assume responsibility and accountability for their own learning.
YES NO REMARKS
1. Methods/strategies/approaches
1.1 Constructivism
1.2 Cooperative learning
1.3 Multiple Intelligence
1.4 Interactive Teaching
1.5 Communicative Competence
1.6 Practical Work Approach
1.7 Social Learning
1.8 CAI (Computer-Aided Instruction)
1.9 ICT Integration
2. Resources
2.1 Textbooks/LMs
2.2 IMs
2.3 Classroom
2.4 Computer Lab
2.5 Speech & Science Lab
2.6 School Library
2.7 School Canteen
2.8 TLE/HE Room
2.9 Study Lounge
2.10 Drinking Station/Adequate water supply
2.11 Guidance Office
2.12 AVR
2.13 Billboards/pin boards/signages
2.14 Clinics
3. Outputs
3.1Portfolio of pupils-checked
3.2 Projects developed/YES-O/Math, others
3.3 Experiments
3.4 Gardens
3.5 FGD
3.6 Communication
3.7 Meetings & Minutes
3.8 Pictures
3.9 Other artifacts
4. List of SEAMEO Completers
CHECKLIST FOR THE SCHOOL-BASED MANAGEMENT-PASBE-DOCUMENTARY
ANALYSIS, OBSERVATION AND DISCUSSION
(SBM-PASBE-DOD) SUGGESTED MOVs

(Note: The sub-indicators may be added with other artifacts that may support the
rating.)
SCHOOL-BASED MANAGEMENT
C. Principle 3: ACCOUNTABILITY AND CONTINOUS IMPROVEMENT
A clear, transparent, inclusive and responsive accountability system is in place,
collaboratively developed by the school community which monitors performance and acts
appropriately on gaps and gains.
Indicator No. 1:
Roles and responsibilities of accountable person/s and collective body/ies are clearly defined and
agreed upon by community stakeholders.
YES NO REMARKS
1. School Structure
1.1 School Faculty Association – Upholds the common good &
general welfare on the faculty.
1.2 School Governing Council
1.3 Parents Teacher Association (D.O No. 54, s. 2009; DO No. 67, s.
2009)
1.4 SPG/SSG (DM No. 03, s. 2013)
1.5 Alumni Association
1.6 School Planning Team
1.7 Project Team (per team)
1.8 Disbursing Officer/Bookkeeper/Supply Officer
1.9 Inspectorate Team
1.10 Pupils Club/Organization
1.11 Other Organization
2. Designation Orders and defined roles & responsibilities of each member
3. Constitution and By Laws of the organizations
4. Evidence of conduct of meetings/FGO in defining roles and
responsibilities of each member of the organizations
5. Minutes of the meeting of the different organizations
6. Attendance Sheets
7. Pictures
8. SIP/AIP
9. Accomplishment Reports

Indicator No. 2:
Achievement of goals is recognized based on a collaboratively developed performance
accountability system, gaps are address through appropriate action.
YES NO REMARKS
1. Evidence of Clear Goals, PROCESS and OUTPUTS
2. M & E with the appropriate tools, crafted with the involvement of
community is present
3. School Planning Team & Project Teams interfacing in tracking progress
and giving feedback based on M & E Results
4. Action/s taken and result of M & E
5. SMEPA REPORTS/synthesis
6. Accomplishment Report/S-curve
7. Recognition and rewards system in place
8. Recognition and reward system in place
9. Other supporting artifacts
Indicator No. 3
The Accountability system is owned by the community and its continuously enhanced to ensure that
management structures mechanism are responsive to the emerging learning needs and demands of
the community.
YES NO REMARKS
1. Evidences of clear GOALS, PROCESS and OUTPUTS
2. M & E structure/composition
3. M & E Mechanism and tools in place
4. M & E Reports & Reporting Mechanism are evident
5. Updated SRC card is utilized in advocacy and reporting to
stakeholders
6. Result/evidences of the conduct of enhancement and review of M &
E system/mechanism
7. Minutes of the review conduct
8. Mid-year performance review reports
9. Attendance sheets
10. Pictures
Indicator No. 4
Accountability assessment criteria and tools, feedback mechanism, and information collection and
validation techniques and processes are inclusive and collaboratively developed and agreed upon
YES NO REMARKS
5. Accountability Assessment System
1.1 Clients Satisfactory Survey
1.2 Parent’s Opennionaire
1.3 checklist Form
1.4 survey Questionnaire
1.5 tracer Study Tools
1.6 others
1.2 List of members engaged in the process of formulating the M & E
tool/s
1.3 Process/es and techniques applied and adopted by the school
community in the development of feedback mechanism
1.4 Structure of reporting system/feedback mechanism in place,
practiced & institutionalized
1.4.1 General Assembly Meeting of Stakeholders
1.4.2 Parenting Seminar
1.4.3 education Summit
1.4.4 Forum
1.4.5 School Report Card
1.4.6 State of the School
1.4.7 Address (SOSA)
1.4.8 Parent’s Conference
1.4.9 School Website
1.4.10 Home Visitation
1.4.11 School Bulletin
a. Information Collection System
i. Sampling
ii. Convenient
iii. Purposive
iv. Suggestion Box
1.5 5 Documentation
1.5.6 Conduct Survey
1.6 Validation Process
1.6.1 FGD
1.6.2 Participation
1.6.3 Brainstorming
1.6.4 Interview
 1.6.5 Triangulation
1.6.6 Observation
1.6.7 Direct
1.6.8 Indirect
1.7 SPT endorse SIP and AIP to SDS and Community
1. 5.1 SIP and AIP Approved by SDS and SPT
1.8 Reporting System
1.6 SOSA
1.7 SRC (hand and e copy)
1.9 Minutes of FGD meetings of the Team
1.10 Record of attendance
1.11 Pictures
1.12 Other artifacts/Interviews

Indicator No. 5
Participatory assessment of performance is done regularly with the community. Assessment result
and lesson learned serve as for feedback, technical assistance, recognition and plan adjustment.
YES NO REMARKS
1. Participatory Performance Assessment System
1.1 Report on the Status of PPA’s implementation
1.2 Process of Performance assessment
1.2.1 Meetings conducted by SPT and PT’s
1.2.2 SMEPA results of deliberation/agreements made
1.2.3 M & E Reports/Progress Tracking reports
1.3 Consolidated reports submitted by PT’s to the SPT
1.4 SPT results of review and analysis of the reports submitted by
PT’s
1.4.1 Minutes/FGD/discussion results
1.4.2 narrative reports
1.5 Plan adjustment/recommendation made
1.6 Intervention and technical assistance plan based on the
recommendations
1.7 Communication Plan
1.8 Recognition/Project I-RAISE
1.9 Other supporting artifacts
CHECKLIST FOR THE SCHOOL-BASED MANAGEMENT-PASBE-DOCUMENTARY
ANALYSIS, OBSERVATION AND DISCUSSION
(SBM-PASBE-DOD) SUGGESTED MOVs

(Note: The sub-indicators may be added with other artifacts that may support the
rating.)
SCHOOL-BASED MANAGEMENT
D. Principle 4: MANAGEMENT OF RESOURCES
Resources are collectively and judiciously mobilized and magnified with transparency,
effectiveness, and efficiency
Indicator No. 1:
Regular resource inventory is collaboratively undertaken by learning managers, learning managers,
learning facilitators, and community stakeholders as basis for allocation and mobilization
YES NO REMARKS
1. Resource Inventory System
1.1 Inventory of Resources (List and Status)
1.1.1 Human Resources
1.1.2 Financial Resources
1.1.3 Technological Resources
1.1.4 Material Resources
1.2 Resource Inventory process/procedure
1.2.1 FGD with stakeholders
1.2.2 Minutes/Attendance Records/pictures
1.2.3 Resource Strategic Plan/Resource Allocation
Mobilization Plan
1.3 Transparency
1.3.1 Posting of transparency board
1.3.2 Reports on MOOE Utilization vis-a vis SIP/AIP
1.3.3 Reports on SEF Utilization vis-a vis SIP/AIP
1.3.4 Reports on IGP/canteen/SBM funds utilization
1.4 Reporting to stakeholders of funds utilization
1.4.1 Meetings/Conferences/Consultations
1.4.2 Memoranda
1.4.3 Minutes of Meetings
1.4.4 Pictorials
1.4.5 FGD by stakeholders and sub organizations on resource
inventory and utilization
1.5 Resource Inventories and reports duly validated/signed by
authorized team
1.6 SIP/AIP
1.7 Liquidation reports
1.8 Narrative Reports
1.9 Other supporting artifacts
Indicator 2
A regular dialogue for planning and resource programming, that is accessible and inclusive,
continuously engage stakeholders
YES NO REMARKS
1. Planning & Resource Programming System
1.1 a. Internal Factors Affecting School Resource Mgt.
b. External Factors Affecting School Resource Mgt.
1.1.1 GAP Analysis
1.1.2 Rapid Appraisal
1.1.3 FGD Results
 1.1.4 Results of other analysis process
1.2 SIP/AIP/APP/Project Proposal and Budget Matrix endorsed
signed by SPT members and endorsed to SDS
1.2.1 Planning schedule/Action Plan
1.2.2 Minutes/Documents of the planning meeting
1.2.3 Supplemental Plan (if applicable/if there is adjustment in
the Plan)
1.2.4 Attendance Record
1.2.5 Supporting Documents
a. Memo
b. Invitation Letters
c. Pictures
1.2.6 Human Resource Dev’t. Plan (HRDP/SPPD)
Financial Management Development Plan (FMDP)
Technology Resource Improvement Plan (TRIP)
School Physical Development Plan (SPDP)
1.2.7 Feedback Mechanism
School Quality Assurance Report
Monitoring & Evaluation Report
Indicator 3
In place is a community developed resource management system that drives appropriate behaviors of
the stakeholders to a judicious, appropriate, ineffective use of resources.
YES NO REMARKS
1. Community-initiated Resource Mgt. System
1.1 Resource Inventory (RI) System
1.1.1 Human Resource Inventory (HRI)
1.1.2 Financial Resource Inventory (FRI)
1.1.2.1 MOOE Utilization Reports & Liquidation
1.1.2.2 SEF Utilization Reports & Liquidation
1.1.2.3 IGP Utilization & Liquidation
1.1.2.4 Reports of other school & community resource
generated
1.1.2.5 Technology Resource Inventory (TRI)
1.1.2.6 Material Resource Inventory (TRI)
1.1.2.7 M & E for TRI
1.2 Planning & Resource Programming (PRP) System
1.2.1 Human Resource Development Plan (HRDP)
1.2.2 Financial Management Development Plan (FMP)
1.2.3 Technology Resource Improvement Plan (TRIP)
1.2.4 School Physical Development Plan (SPDP)
1.3 School M&E Plan Adjustment (MEPA) System
1.3.1 M&E of the Resource Management
1.3.2 Reporting of M&E Results
1.3.3 QA for SMEPA
1.4 Sustainable Public-Private Partnership (SPPP) System
1.4.1 Internal Stakeholders Networking Mechanism
1.4.2 External Stakeholders Networking Mechanism
1.4.3 M&E for NSP
2. Evidences for Communication to Stakeholders
2.1 Memoranda
2.2 Invitation Letters
2.3 Attendance Records
2.4 Pictures
3. Evidences of FGD/agreements resource management by team
3.1 Minutes of the meeting
3.2 SMEPA reports
3.3 Records of schedule of meetings
 4. Other supporting artifacts
Indicator 4
Regular monitoring, evaluation, and reporting processes of resource management are collaboratively
developed and implemented by the learning managers, facilitators, and community stakeholders
YES NO REMARKS
1. School MEPA for Resource Management
1.1 Appraisal of the Quality of Plans (AQP) System
1.1.1 Human Resource Development Plan (HRDP)
1.1.2 Financial Resource Management Development Plan
(FRMDP)
1.1.3 Technology Resource Improvement Plan (TRIP)
1.1.4 School Physical Facilities Development Plan (SPFDP)
1.1.5 QA for AQP
1.2 Progress Monitoring (PM) System
1.2.1 Start-up Monitoring (SM)
1.2.2 Quarterly Progress Monitoring (QPM)
1.2.3 Initial Gain Evaluation (IGE)
1.2.4 CA for Progress Monitoring (QPM)
1.3 M&E and Reporting (MEP) System
1.3.1 Outcome Evaluation
1.3.2 Impact Evaluation
1.3.2.1 Copy of the synthesis of interpretation
1.3.2.2 Copy of agreements/interventions made
1.3.3 QA for MEP
1.4 Reporting & Feed backing
2. Advocacy/Communication System
2.1 Invitation letters/Documents
2.2 Programs
3. Utilization of SMEPA Templates
3.1 Synthesis
3.2 Template for Agreements made
4. Other supporting artifacts
4.1 Schedule of regular meetings
4.2 Attendance records
4.3 Minutes of the meeting
4.4 Validation and inventory of programs/projects
4.5 Pictures
4.6 Narrative Reports
Indicator 5
There is a system that manages the network and linkages which strengthen and sustain partnerships
for improving resource management
YES NO REMARKS
1. List/Inventory of Project/Project Partners
1.1
1.2
1.3
1.4
1.5
1.6 Others, pls. specify
2. Resource Mobilization Partners
2.1 PTA
2.2 SGC
2.3 LGU
2.4 ABC
2.5 Alumni Association
2.6 Faculty Association
2.7 SPG/SSG
 2.8 Private Organization
2.9 Others (pls. specify)
3. Copies of MOAs & MOUs
4. List of Project Implemented (SIP/AIP based)
4.1 AIP/SIP
4.2 Project Proposal and Budget Matrix
4.3 Training/Activity Designs
4.4 Program of Works
4.5 Pictures
4.6 Records of M&E conducted
5. Transparency/Communication to stakeholders
5.1 Regular Reporting Records
5.2 Accomplishment Reports
6. Other supporting artifacts
6.1 Minutes of meetings
6.2 Attendance records
6.3 Others