sbm pasbe artifacts finalized

SBM - PASBE SUGGESTED ARTIFACTS`

PRINCIPLE 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 Invitation/Call Slip to Stakeholders for SIP Prep. MOVs in Level 1 MOVs in Level 1 & 2

2 SGC/PTA Initiated Meetings

3 List of Officers organized (SGC, PTA Board, PTA) Minutes of Meetings with Stakeholders

4 Documents of programs initiated by the stakeholders

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6 Completion Report and adoption of the SIP

7 Deeds of Donation and Acceptance.

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1 VMG is found in SIP MOVs in Level 1 MOVs in Levels 1 & 2

2 Documentation on School-Based revisiting of SIP Invitation/Call Slip to Stakeholders for SIP Revisiting

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1. In place is a development plan (e.g.SIP) developed collaboratively by the stakeholders of the school and the community.

Development plan guided by the school's vision, mission and goal (VMG) is developed through the leadership of the school and the participation of some invited community stakeholders.

The development plan is evolved through the shared leadership of the school and the community stakeholders.

The development plan is enhanced with the community performing the leadership roles, and the school providing technical support.

Attendance of Stakeholders for School Development Planning or SIP Preparation

Records of Stakeholder's meeting supporting the VMG of the school

Program of Works prepared by the PTA /SGC for their initiated Programs and Projects

Minutes of Meeting wit Stakeholders for School Development Planning or SIP Preparation

Accomplishment Report of Programs and Projects initiated or in partnership with stakeholders

Preparation and Crafting of SIP with Community Partners

Advocacy meetings conducted with the participation of SGC/PTA

SIP/AIP submitted to other stakeholders, to LGU for inclusion in the Community Development Plan.

SGC/PTA/School's Resolutions for School Development

Copy of LGU's plan and other stakeholders proposals in line with School's program and projects.

SGC/PTA/Schools Action Plans for School Development

Training Designs/Proposals for Programs and Projects for School Development

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 opportunities

The school leads the regular review and improvement of the development plan.

The school and community stakeholders working as full partners, lead the continual review and improvement of the development plan.

The community stakeholders lead the regular review and improvement process; the school stakeholders facilitate the process.

Meetings initiated by external stakeholders for SIP revisiting

Minutes and attendance sheets of SIP Revisiting conducted with external stakeholders

Minutes and Attendance Sheets of Annual and Regular SIP Review and Revisiting

4 Copy of the Revisited AIP.

5 Re-entry Plan

1 MOA as to responsibilities of stakeholders MOVs of Level 1 MOVs of Levels 1 & 2

2 Attendance Sheet of Stakeholders Participation Copy of Partnership Agreement School Organigram with Stakeholders involvement

3 Action Plan of Stakeholders

4 Minutes of SGC Meetings

5 Actual Project Implemented with documents

1 Flowchart of the school's feedback system MOVs in Level 1 MOVs in Levels 1 & 2

2 Minutes of feedback sessions Report of Comparative Performance to Stakeholders Records of feedbacks provided by stakeholders

3 Conduct of SOSA

4 Attendance Sheet during SOSA

5 Functional SGC / PTA Office

6 Monthly regular meetings (PTA/Faculty)

7 Learners' Progress Report,LMP,Evaluation Result

8 Training of Parents relevat to their needs

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 opportunities

Documentation of SIP Revisiting with the community stakeholders

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 stockholders.

The school defines the organizational structure, and the roles and responsibilities of stakeholders.

The school and community collaboratively define the structure and the roles and responsibilities of stakeholders.

Guided by an agreed organizational structure, the community stakeholders lead in defining the organizational structure and the roles and responsibilities; school provides technical support.

25% of Participation of PTA, SGC, SSG to different activities

Attendance Sheet of Internal and External Stakeholders' Volunteer Services

Completion Report of Activities participated by Internal and External stakeholders

Volunteer Activities initited by the school with the external stakeholders



4. A leadership network facilitates communication between and among school and community leaders for informed decision making and solving of school-community wide-learning problems

A network has been collaboratively established and is continuously improved by the school community.

The network actively provides stakeholders information for making decisions and solving learning and administrative problems.

The network allows easy exchange and access to information sources beyond the school community.

Minutes/resolutions of meetings of clubs, PTA, SGC, COP.

Action Plan crafted by the school to respond to feedbacks.

Programs and projects, intervention activities as result of feedback.

Files of Unnumbered Office Orders/Memos disseminated to Internal and External Stakeholders

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10 Handbook for Students, Teachers and Staff.

1 Constitution and By-laws of PTA, SGC and SSG. MOVs in Level 1 MOVs in Levels 1 & 2

2 Conduct of the PTA Day

3 Participation in Civic Activities

4 Teachers' and School Heads Development Program

5 Supervisory Plan

6 Educational Tour or Field Trip Documents

7 Benchmarking Documentation

PRINCIPLE 2 - CURRICULUM AND INSTRUCTION

The curriculum learning systems anchored on the community and learners context and aspirations are collaboratively developed and continuously improved.INDICATORS

1 MOVs in Level 1 MOVs in Levels 1 & 2

2 CFSS

4. A leadership network facilitates communication between and among school and community leaders for informed decision making and solving of school-community wide-learning problems

Numbered Office Orders /Memos disseminated to Internal and External Stakeholders

5. A long term program is in operation that addresses the training and development needs of school and community leaders

Developing structures are in place and analysis of the competency and development needs of leaders is conducted; result is used to develop a long term training and development program.

Leaders undertake training modes that are convenient to them (on-line, off-line, modular, group or home-based) and which do not disrupt their regular functions. Leaders monitor and evaluate their own learning progress.

Leaders assume responsibility for their own training and development.School community leaders working individually or in groups, coach and mentor one anothert to achieve their VMG.

Commitment Plan of PTA, SGC and SSG and other Stakeholders

Solicitation Letters for programs and Projects initiated by PTA/External Stakeholders

Evaluation forms for Adminstration and Staff, Teachers, Students, Parents

Mentoring Plan, Mentoring Implemantation and Evaluation of Results

1. The curriculum provides for the development needs of all types of learners of the school community.

All types of learners of the school community are identified, their learning curve assessed; appropriate programs with its support materials for each type of learner is developed.

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.

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 school's differentiated programs is frequently benchmarked by other schools.

Pupils'/Students' Handbook and documents of its orientation

Participation of Parents in School Activities (Attendance/Pics/

Documents of Pupils'/Students'/ Teachers' Participation in Community Celebration (Programs & Attendance)

3 BSP/GSP Participation Documents

4 Designation of Coordinatorship Well-defined Career Guidance Programs

5 Gallery of Students's Best Projects/Outputs Tracking of Successful Alumni

1 MOVs in Level 1 MOVs of Levels 1 & 2

2 Organized Classroom Structuring Utilization TSNA, NCBTS, IPPD, SPPD

3 List of Trainings attended with proofs of participation

4 List of Trainings conducted with documents

5 Functional Laboratories Updated Teachers' portfolio

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7 Sustainable Feeding Programs

8 Functional Library with updated records and reports

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10 SREA (Elementary)

11 ORPT (Secondary)

1. The curriculum provides for the development needs of all types of learners of the school community.

Students' Tracking System (Presence of Students' Progress Charts, MPS per subject areas, etc.)

Participation of Parents/LGU and other stakeholders in school activities (Attendance Sheets and Copy of Programs)

Periodic Reports/Accomplishment Reports of the activities conducted.

2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community.

Local beliefs, norms, values, traditions, folklores, current events, 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.

The localized curriculum is implemented and monitored closely to ensure that it makes learning more meaningful and pleasurable, produces desired learning outcomes, and directly improves community life. Ineffective approaches are replaced and innovative ones are developed.

Best practices in localizing the curriculum are mainstreamed and benchmarked by other schools. There is marked increase in number of projects that uses the community as learning laboratory, and the school as an agent of change for improvement of the community.

Implementationof the ff: SPED Classes ( fast learners, physical impaired), Ips, K-12 , TVE, etc.

Utilization of Assessment tools , materials, of all types of learners (Student's Learning Style Inventory,

Competencies of subject area (PELC,PSSLC, Teaching Guides)

Class Observations/Supervisions Records with Post Conferencing Documents

Displays/Postings of Wins/Awards in Different Academic and Non Academic-related Competitions

Fuctional Clinic with updated reports of its initiated activities

Nutritional Status (Reports, tacking documents and activities conducted related to issues of nutrition)

Functional Learning Resource Centers/Literacy Centers

Functional and Sustainable Alernative Delivery Mode, SDORP

Performance Indicators Posted,Documented within the Offices/Department

Awards System (Praise Committee with Guidelines and Screening Procedures, documents of awardees with their qualifications as a recipient of the award, etc.

Accomplishment Reports of all programs and activities in school

12 Updated Students' Profile

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1 School Learning/Literacy Center MOVs in Level 1 MOVs in Levels 1 & 22 Visitors Logbook

3 Benchmarking Activities Passers of A & E and ALS Program

4 Educational Trip/Lakbay Aral Documents5

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7 A & E , ALS Programs8

1 MOVs in Level 1 MOVs in Level 1 & 2

School Governing Council

2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community.

Results and Interventions of different programs and projects that increase academic achievement

Accomplishment and Completion Reports of every programs and activities in school

3. A representative group of school and community stakeholders develop the methods and materials for developing creative thinking and problem solving.

A representative team of school and community stakeholders assess content and methods used in teaching, creative, critical thinking and problem solving. Assessment results are used as guide to develop materials.

Learning materials and approaches to reinforce strengths and address deficiencies are developed and tested for applicability in school, family and community.

Materials and approaches are being used in school, in the family and in the community to develop critical, creative thinking and problem solving community of learners and are producing desired results.

Display of different customs, songs, dances, all groups of Philippine people (mini-museum, exhibit rooms, etc.)

Best Practices Documents (New methods, techiques, strtegies, materials and activities in instruction that improves students academic performance

Lesson Plans Integrating different customs and traditions (culture-based lesson plans)

Immersion Activities (Adopt-a-community Programs, etc.)

Project Proposals on Curriculum and Instruction Improvement

Success stories/Testemonies for A & E, and ALS graduates

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.

A school-based monitoring and learning system is conducted regularly and cooperatively; and feedback is shared with stakeholders.

The school-based monitoring and learning systems generate feedback that is used for making decisions that enhance the total development of learners.

The monitoring system is accepted and regularly used for collective decision making.

Monitoring Checklist accomplished of of the following:

Utilization of SIM, notebooks, assignment notebooks, TBAY, FWOW (documents, progress report, pictures, feedbacks, etc.)

Parents/Stakeholders are used as resource speakers in the school (training designs, matrix, copy of programs, pictures)

Parents-Teachers Association

School Planning Team

Teachers

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1 School Report Card MOVs in Level 1 MOVs in Level 1 & 22 Updated Anecdotal Records

3 Class Records Programs for Problems & Solutions (Interventions)

4 TOS,Questionnaire

5 Report Cards Report Cards bear signature of parents

6 Old Assessment tool shared with stakeholders Acceptance of Old assessment tool

1 SIP MOVs in Level 1 MOVs in Level 1 & 2

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.

Mapping of community resources used as learning resources (Documents and consolidated results of feedbacks from the community based on monitoring and evaluation process)

Monitoring report/ checklist both quantitative and qualitative.

The system uses a tool that monitors the holistic development of learners.

A committee takes care of the continuous improvement of the tool.

The monitoring tool has been improved to provide both quantitative and qualitative data.

Other monitoring tools designed for Academic (localized monitoring and inventory tools)

Functional Committee that takes charge of developing a feedback mechanism, revisiting the mechanism for improvement. (list of members of the team, documents, reports and action plans)

Improved Monitoring tool/mechanism includes quantitative and qualitative. (new monitoring tool based from series of revisions)

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.

The assessment tools are reviewed by the school and assessment results are shared with school stakeholders.

The assessment tools are reviewed by the school community and results are shared with community stakeholders.

School assessment results are used to develop learning programs that are suited to the community, and customized to each learner's context , results of which are used for collaborative decision-making.

Documents showing records of students are presented to stakeholders

Utilization of Results based on monitoring assessments.

Documents showing that class records are inspected by school head or personnel incharge for checking

Records showing that TOS and Questionnaire are cheked and validated by Academic Head

Reading Program utilizing parents and other stakeholders

Records showing comments and feedback of parents on Students' report cards

6. Learning managers 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.

Stakeholders are aware of child/learner-centered, rights-based, and inclusive principles of education.

Stakeholders begin to practice childl/learner-centered principles of education in a design of support to education.

Learning environments, methods and resources are community-driven, inclusive and adherent to child's rights and protection requirement.

2 CFSS Orientation and Assessment Documentation on Anecdotal Records COP Documents (Minutes, Memos, etc)

3 Child Protection Policy Orientation Logbook of Parents during classroom

4 Sustainable GAD / VAWC Program Parents' Handbook

5 Structured MRF ( Material Recovery Facility) School's LRMDS6 Tree Planting Activities initiated by the school

7 Sustainable GPP (Gulayan sa Paaralan Program)

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9 Earthquake/Fire Drill/Emergency Drill Reports10 Visibility of School Signages

1 Orientation on GAD and VAWC to parents

2 Orientation of Child Protection Policy3

1 Students' Handbook MOVs in Level 1 MOVs in Level 1 & 22 CFSS Tool Participation of Students in all activities Alumni-initiated Projects in the School3 Students' Progress Tracking System Career Guidance Symposium Moral Recovery / Values Formation Programs4 Students' Responsibility Chart Students' Output Retreat / Recollection Activities5 Designation of Coordinatorship

6. Learning managers 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.

Accomplishment Reports of CFSS Programs and CPP Plans and Activities

Documents of Regular Meetings of different committees assigned in every school and community activities

Functional Committee for Construction, Validation and Evaluation of Learning Materials

Functional SDRRMC ( School Disaster & Risk Reduction Management Committee)

Learning managers and facilitators conduct activities aimed to increase stakeholders awareness and commitment to fundamental rights of children and the basic principle of educating them.

Learning managers and facilitators apply the principle in designing learning materials

Learnig managers and facilitators observe learners' rights from designing the curriculum to structuring the whole learning environment.

Documentation on the use of the constructed learning materials

Evidence of Learning materials designed aligns Gender sensitivity and No discrimination.

Commitment of Parents as to what has been oriented to them to support their children and the school

7. 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.

Practices, tools and materials for developing self-directed learners are highly observable in school, but not in the home or in the community.

Practices, tools and materials for developing self-directed learners are beginning to emerge in the homes and in the community.

There is continuous exchange of information, sharing of expertise and materials among schools, home and community for the development of self-directed learners.

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2 Checklist on the accomplishment of students outputs

3 Responsilbility tracking results

PRINCIPLE 3 - ACCOUNTABILITY AND CONTINUOUS 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.INDICATORS

1 Organized PTA / SGC MOVs in Level 1 MOVs in Level 1 & 22 Pledge of Commitments

3 Minutes of Meetings/Parent's Assembly Presence of Citizen's Charter

4 Attendance during Parents Assembly

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7 List of Stakeholders

7. 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.

Learning programs and designs are developed to produce learners who are responsible and accountable for their learning.

The program is collaboratively implemented and monitored by teachers and parents to ensure that it produces desired learners.

The program is mainstreamed but continuously improved to make relevant to emergent demands.

Documentation on the implementation of the tools for students' performance assessment (diagnostic assessments, reading assessments, etc.)

Documents on the maximum participation of students in all activities

Documents on Program revisit based from feedbacks of results

Documents on the help extended by teachers and parents to their students

Revised sustainable program shows relevance to present need

1. Roles and responsibilities of accountable person/s and collective body/ies are clearly defined and agreed upon by the community stakeholders

There is an active party that initiates clarification of the roles and responsibilities in education delivery.

The stakeholders are engaged in clarifying and defining their specific roles and responsibilities.

Shared and participatory processes are used in determining roles, responsibilities, and accountabilities of stakeholders in managing and supporting education.

Barangay Resolutions specifying support to education

Organizational Chart or Directory of SBM/SGC/PTA Officials

Involvement of stakeholders in School's Intervention Plan for School Development

Minutes in the conduct of SIP/AIP Revisit and Re-entry of Activities

Involvement of stakeholders in Awards and Recognition

Invitation Letters to Parents for Attendance to Assembly

Minutes on the Orientation of the different stakeholders on their roles and responsibilities (LGU/Private Sectors/NGOs/etc.)

SGC/PTA Technical Working Group in conducting their initiated activities

2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate action.

Performance accountability is practiced at the school level.

A community level accountability system is evelving from school-led initiatives.

A community-accepted performance accountability, recognition and incentive system is being practiced.


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2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate action.

Information dessimination of school's performance and involvement of stakeholders in the formulation of workplan, intervention plan, and evaluation tool (memo/flyers/infomediary/etc.)

Narrative Report of school performance and involvement of stakeholders in the formulation of workplan, intervention plan, and evaluation tool

Posting of tarpaulins or congratulatory messages as success indicators of the school.

Documents showing involvement of stakeholders in the implementation of the plan

Giving awards to outstanding stakeholders (internal or external stakeholders)

Documents showing involvement of stakeholders in the activities taken to achieve the plan

Participation of stakeholders in the evaluation on the impact of the activity/s

Schedule of activities (localized school's schedule of activities), list of parents and beneficiaries involved

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.

The school articulates the accountability assessment framework with basic components, including implementation guidelines to the stakeholders.

Stakeholders are engaged in the development and operation of an appropriate accountability assessment system.

School Community Stakeholders contnuously and collaboratively review and enhance accountability systems, processes, mechanisms and tools.

Notice or invitation to meetings relevant to accountability concerns

Committees organized in setting up an Accountability System (e.g. Committee on Accounting/Auditing/Finance/Education/Community Linkages/Resource Mobilization/etc.))

Minutes and attendance of committee meetings in the development of accountability system anchored on legal basis.

Copy of accountability system that the external/community stakeholders accepted/received

Report on the briefing and orientation of the transparency board

Documents of the developed accountability system signed by the community stakeholders

Accomplishment report on the implementation of the accountability system

Sustanability plan of the accepted accountability system.

4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon.

The school with the participation of stakeholders, articulates an accountability assessment framework with basic components, including implementation guidelines.

Stakeholders are engaged in the development and operation of an appropriate accountability assessment system.

Stakeholders continuously and collaboratively review and enhance accountability systems and processes, mechanisms and tools.

Committees organized involving community stakeholders in articulating an accountability assessment reports , or

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Implementation of SIP/AIP

Tracking of teachers' performance Tracking of students' performance


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4 Implemented System for Incentives and Awards

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PRINCIPLE 4 - MANAGEMENT OF RESOURCESResources are collectively and judiciously mobilized and manage with transparency, effectiveness and efficiency.

INDICATORS

1 Inventory of facilities MOVs in Level 1 MOVs in Level 1 & 2

4. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon.

Orientation on transparency and accountability conducted

Implementation Guidelines on Transparency and Accountability

Documents on Findings on the Accountability Systems, Mechanisms and Tools

Document showing accountability system on the following:

5. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for feedback, technical assistance, recognition and plan adjustment.

School initiates periodic performance assessments with the participation of stakeholders.

Collaborative conduct of performance assessment informs planning, plan adjustments and requirements for technical assistance

School-community developed performance assessment is practiced and is the basis for improving monitoring and evaluation systems, providing technical assistance, and recognizing and refining plans.

Minutes and Attendance of Quarterly Parents' and Teachers' Conference

Minutes and Attendance on COP/LAC with community stakeholders

Schedule of Monitoring and Evaluation of activities with school and community stakeholders

Minutes and Attendance of Planning and Assessment

Commitment Plan from Community stakeholders as to their Technical Assistance

Implementation of Action Plans with the involvement of community stakeholders

Documents of Best Practices on accountability systems and continous improvement

Re-Evaluation and plan adjustments with the internal and external stakeholders

1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource allocation and mobilization.

Stakeholders are aware that a regular resource inventory is available and is used as the basis for resource allocation and mobilization.

Resource inventory is characterized by regularity, increased participation of stakeholders, and communicated to the community as the basis for resource allocation and mobilization.

Resource inventories are systematically developed and stakeholders are engaged in a collaborative process to make decisions on resource allocation and mobilization.

2 PTA Funds with reports and liquidations

3 Pictorials

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3 Periodic evaluation of all resources

1 MOA or pledges and record of donations MOVs in Level 1 MOVs in Level 1 & 22 Turn over and acceptance documents List of donors Official receipts and liquidition documents3 List of donations received with pictorials Financial Reports of all funds solicited and donated


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1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource allocation and mobilization.

Updated reports of all resources both human and material

Minutes of Presentation and Reports of Resource Inventory

Sustainable IGP with records/reports/accomplishments

Financial Statements and/or utilization of budget reflected to SIP/AIP

Functional Canteen adhering to DepEd mandates (with updated reports/records)

Financial Statements on the utilization of MCP/APP and SEF (LGU)

2. A regular dialogue for planning and resource programming, that is accessible and inclusive, continuously engage stakeholders and support implementation of community education plans.

Stakeholders are invited to participate in the development of an educational plan in resource programming, and in the implementation of the educational plan.

Stakeholders are regularly engaged in the planning and resource programming, and in the implementation of the education plan.

Stakeholders collaborate to ensure timely and need-based planning and resource programming and support continuous implementation of the education plan.

Invitation letter to stakeholders to participate in resource programming and crafting of the School Educational Plan

School Educational Plan on Resource Programming and Implementation with the involvement of external stakeholders

Invitation letter for attendance of school to barangay sessions and municipal sessions

Stakeholders resolutions to allocate possible facilities and financial assistance

3. In place is a community-developed resource management system that drives appropriate behaviors of the stakeholders to ensure judicious, appropriate, and effective use of resources.

Stakeholders support judicious, appropriate, and effective use of resources.

Stakeholders are engaged and share expertise in the collaborative development of resource management system.

Stakeholders sustain the implementation and improvement of collaboratively developed, periodically adjusted, and constituent-focused resource management system.

4. Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and implemented by the learning managers, facilitators, and community stakeholders.

Stakeholders are invited to participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.

Stakeholders collaboratively participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management.

Stakeholders are engaged, held accountable and implement a collaboratively developed system of monitoring, evaluation and reporting for resource management.

Monitoring and Evaluation Tool on Programs and Projects implemented from generated resources

Quarterly conduct of monitoring, evaluation and reporting of results based on generated resources

Quarterly Control Tool in the Programs and Projects Implemented

Annual Recognition activity for stakeholders' support MOVs in Level 1 MOVs in Level 1 & 2Functional SGC and PTA

Prepared by:___________________________________

SBM Coordinator Noted:

______________________________________ Secondary School Principal I

5. There is a system that manages the network and

linkages which strengthen and sustain partnerships for

improving resource management.

An engagement procedure to identify and utilize partnerships with stakeholders for improving resource management is evident.

Stakeholders support a system of partnership for improving resource management.

An established system of partnership is managed and sustained by stakeholders for continuous improvement of resource management.

System of Resource Mobilization Institutionalized (Resource Mobilization Team with Action Plans and Activity Designs)

Annual pulse survey on the perception of CFSS of the stakeholders on the efficiency and the effectiveness of the school in its implementation phase (Consolidated Evaluation Result)