REPUBLIC OF THE PHILIPPINES

DIVISION OF CAMARINES SUR

REGION V
Buhi North District
112390 - BUHI CENTRAL SCHOOL

DISTRICT SBM VALIDATION

SBM Principle: I. Leadership and Governance (30%)

A. Indicators
LEVEL 1 LEVEL 2 LEVEL 3
1. In Place is a Development Plan (e.g. SIP) Evidences of
developed collaboratively by the 1. A copy of accepted SIP School for the 1. An approved program 1. Narrative report with
stakeholders of school and community. current planning period is available. proposal and training matrix photos/videos indicating or
is available. showing stakeholders’
2. A received copy of the letter of leadership role in the crafting
invitation sent to identified 2. A copy of a memorandum of the SIP is available.
participants in the crafting of SIP such on the conduct of crafting
as the school head and team, school the SIP is available.
planning team, project teams, and
support staff, with at least three 3. Attendance sheet showing
community stakeholders is available. presence of community
stakeholders throughout the
3. A received copy of the designation duration of the SIP crafting
papers of the school planning team, period is available.
project teams, and support staff is
available.

4. Attendance sheet and minutes of the

orientation meeting with
photos/videos are available

2. The Development Plan (e.g. SIP) is Documents showing school-initiated review of

 regularly reviewed by the school 1. Mid-year and year-end Project 1. A copy of approved 1. Copy of submitted and
community to keep it responsive and Monitoring Reports are available. program proposal and received adjusted AIP
relevant to emerging needs, challenges activity matrix are
and opportunities 2. An evaluation summary available. 2. Narrative report with
identifying needs for AIP photos/videos on the
adjustment is available. 2. The memorandum, annual review of AIP with
invitation, attendance attached school calendar.
3. List of SIP Monitoring Team sheet, and narrative
report with
photos/videos on the
actual review of AIP are
available.

3. A Copy of the adjusted

AIP with attached
original AIP is available.
3. The school is organized by a clear structure
and work arrangements that promote shared Documents show Documents showing school Documents showing assistance in the
leadership and governance and define the 1. A short list of identified school 1. Memorandum, invitation 1. Memorandum, invitation
roles and responsibilities of the stakeholders. partners is available. letter, attendance sheet, letter, attendance sheet,
minutes of the meeting with minutes of the meeting with
2. A copy of the school’s organizational photos/videos in defining photos/videos on the
chart is present. roles and responsibilities of presentation of internal and
internal and external external stakeholders’ roles
3. Designation papers of internal stakeholders and responsibilities in an
stakeholders with detailed roles and assembly.
responsibilities and signed with 2. Designation papers of
conformity external stakeholders with 2. Revised designation papers (if
detailed roles and applicable) based on the result
responsibilities signed with of the assembly with attached
conformity. original copy of designation
paper(s).

4. A leadership network facilitates l’s leadership network. ith solution/s proposed.

communication between and among school and 1. Directory of school and community 1. Copy of Pledge of 1. Copy of Memorandum of
community leaders for informed decision- leaders with their respective updated commitment indicating Agreement/Understanding
making and solving of school community wide contact information is available. school and community entered between the school
learning problems. leaders’ support in making and identified community
decisions and/or solving leaders/members addressing a
2. Copy of hotlines/contact numbers at school problems is available. particular school problem is
 least of the following government available.
offices – barangay LGU, PNP, BFP, 2. Any of the following reports
DSWD, RHU- is posted visibly. is available: 2. Accomplishment report on
2.1 Incident Report how a particular problem was
2.2 Spot report solved by the school and the
2.3 Intake sheets identified community
2.4 Referrals leaders/members is available.

3. Invitation letters, 3. Testimonials (in any form)

attendance sheets, minutes from persons involved are
of the meeting with available.
photos/videos or other
related documents of
leaders’ discussing school
problem/s and proposing
solution/s are available.
5. A long-term program is in operation that
addresses the training and development needs 1. Learning and Development Needs 1. Approved training proposals 1. Inclusion of at least one
of school and community leaders Analysis Form training and development plan
1.1. IPCRF/OPCRF for school leaders 2. Memorandum, invitation, for school and community
2. Learning & Development Needs attendance on trainings leaders in the SIP
Analysis Summary conducted
3. Action Plan based on L & D Needs 3. School Training Plan
Analysis Summary designed for community
4. Inclusion of training plans in the leaders
AIP/PPMP 4. Narrative, accomplishment
report with photos/videos
5. Training evaluation report

REMARKS:_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
_

GABRIEL P. PENOLIO

Validator
 REPUBLIC OF THE PHILIPPINES
DIVISION OF CAMARINES SUR
REGION V
Buhi North District
112390 - BUHI CENTRAL SCHOOL

DISTRICT SBM VALIDATION

SBM Principle: II. Curriculum and Instruction (30%)

The curriculum learning systems anchored on the community and learners’ context and aspirations are collaboratively developed and continuously improved.
A. Indicators
1. The curriculum All types of learners of the school community are Programs are fully implemented and closely The educational needs of all types of learners
provides for the identified, their learning curves assessed; appropriate monitored to address performance discrepancies, are being met as shown by continuous
development needs of programs with its support materials for each type of benchmark best practices, coach low performers, improvement on learning outcomes and
all types of learners in learner is developed. mentor potential leaders, reward high achievement, products of learning. Teachers ‘as well as
the school community and maintain an environment that makes learning students’ performance is motivated by intrinsic
*where applicable (Elementary/Secondary) meaningful and enjoyable. rather than extrinsic rewards. The schools’
differentiated program is frequently
1. Enrolment Data by Type of Learners 1. Intervention Action plans, M&E Reports, benchmarked by other schools.
accomplishment, documentation reports on
2. Assessment tools implementation of initiated PAPs* 1. Results of academic contests, awards,
and database of assessment results certificates of commendation received
Diagnostic Tools 2. Documentation report of LAC Sessions 2. School paper, website/ PLNs and
MFAT (SPED) other means to showcase best practices
ECD Checklist 3. Intervention Reports ( eg. SIM, Action 3. Report of participation of students
Reading Inventory research, Best Practice) and teachers in activities outside the
Numeracy school,
Language Mapping 4. School rewards/awards program 4. Documentation that the school has
3. Report on the Analysis of Assessment been benchmarked (e.g. Log Book, Letter
results: 5. Instructional monitoring report/anecdotal of Appreciation, etc.)
NAT (if applicable) report/other proofs of monitoring
Teacher-made tests (with TOS)
Other summative Assessment results
(least learned skills and performance gaps)
4. Availability of CGs, TGs, LMs, etc. for other
 types of learners

 Students with special needs (if applicable

 IPs, Muslim learners (if applicable)
 ALS modules (if applicable)
 Modules for ADMs (Open High School,
MISOSA, Home Schooling) (if applicable)

5. Supervisory Plan, Instructional Supervision

Report
6. Action plans, accomplishment,
documentation reports on implementation
of programs and projects that address
learners’ needs (submitted & received by the
district/ SDO)

2. The implemented Local beliefs, norms, values, traditions, folklores, The localized curriculum is implemented and Best practices in localizing the curriculum are
curriculum is localized current events, existing technologies are documented monitored closely to ensure that it makes learning mainstreamed and benchmarked by other
to make it more and used to develop a lasting curriculum. more meaningful and pleasurable, produces desired schools. There is marked increase in number of
meaningful to the Localization guidelines are agreed to by school learning outcomes, and directly improves projects that uses the community as learning
learners and community and teachers are properly oriented. community life. Ineffective approaches are replaced laboratory, and the school as an agent of
applicable to life and and innovative ones are developed change for improvement of the community
community  Documentation report/Certificates of
participation in workshops to localize the  Record of utilization downloaded materials  Records of locally-developed LRs
curriculum from the LR portal published in the LR portal/ printed,
 Culture mapping results  Record of locally-developed LRs utilized at published or widely –circulated
the school, district, division level  Report/record of community
 Local heritage matrix  Functional school library/ LRC/mobile engagement/program/ extension
library/library corner/classroom mini- services/ immersion in communities
 Contextualized curriculum matrix per libraries
learning area  Monitoring report of implementation of
the localized curriculum
 Inventory of localized and indigenized
teaching and learning materials
 Organized School Level Learning Resource
Evaluators
 Evaluation tools for localized Learning
Resources
3. A representative A representative team of school and community Learning materials and approaches to reinforce Materials and approaches are being used in
group of school stakeholders assess content and methods used in strengths and address deficiencies are developed school, in the family and in community to
community teaching creative, critical thinking and problem and tested for applicability on school, family and develop critical, creative thinking and problem
stakeholders develop solving. Assessment results are used as guide to community. solving community of learners and are
the methods and develop materials. producing desired results
materials for  Presence of developed/redeveloped  Project implementation report
developing creative  Composition of a School Project Team with learning resources with evidences of showing attainment of expected
thinking and problem Terms of Reference utilization output/s
solving.  Learning resource needs assessment  Evidences of remedial/enhancement  Certification that innovations were
 Summary of assessment results instruction or catch-up mechanisms adopted/utilized in school, family and
 Evaluation and validation results for community
learning resources

4. The learning systems A school-based monitoring of learning system is The school-based monitoring of learning systems The monitoring system is accepted and
are regularly and conducted regularly and cooperatively; feedback is generate feedback that is used for making decisions regularly used for collective decision making
collaboratively shared with stakeholders. that enhance the total development of learners
monitored by the 1. LGU /community
community using 1. Documentation of school assemblies and 1. Formulated school policy resolutions/ordinance supporting the
appropriate tools to meetings guidelines on learner development activities for the total development of
ensure the holistic activities learners
growth and 2. State of the School Address [SOSA]
development of the 2. Presented/Communicated SRCs to
learners and 3. Updated School Report Card (SRC) stakeholders
community.
4. All SF 9 (Report Cards) are signed by the
parents

5. Learners’ profile with anecdotal records

5. Appropriate The assessment tools are reviewed by the school and The assessment tools are reviewed by the The school assessment results are used to
assessment tools for assessment results are shared with school’s school community and assessment results are develop learning programs that are suited to
teaching and learning stakeholders. shared with community stakeholders. community, and customized to each learners’
are continuously context, results of which are used for
reviewed and 1. Creation of Assessment Review 1. Documentation of the review of collaborative decision-making.
improved and Team with terms of reference assessment tools (FGD, meeting) conducted 1. Documents on the learning
assessment results are 2. Evidence of Reviewed assessment by school community and stakeholders programs/ activities developed as a
tool/s on written work such as Sample result of assessment
contextualized to the
pupils/students’ portfolio with specific
learner and local
rubrics;Sample pupils’ students’ journals 2. Evidences of modification of
situation and the assessment tools based on the suggestions
with rubrics and Other written work like
attainment of relevant gathered from the FGD
reaction or reflection paper, students’
life skills.
 researches, etc. 3. Assessment results are conveyed to
stakeholders through assemblies and other
3. Evidence of Reviewed assessment appropriate online or offline strategies
tool/s on Performance task such as
Culminating activities, Simulation and Actual
performance of task/s

4. Evidence of Reviewed assessment

tool/s on Quarterly examinations with TOS
6. Learning managers Stakeholders are aware of child/learner-centered, Stakeholders begin to practice child/learner- Learning environments, methods and
and facilitators rights-based, and inclusive principles of centered principles of education in the design of resources are community driven, inclusive
( teachers, education. support to education. and adherent to child’s rights and
administrators and protection requirements.
community members)  WINs 3- star
nurture values and School advocacy program on child protection  Statement of support from stakeholders in
environment that are related concerns relation to school’s advocacy program  Outstanding CFSS rating
protective of all
children and  Recognized BE Implementer (Finalist or
 Learning managers and facilitators conduct Awardee)
demonstrate
activities aimed to increase stakeholders’  Learning managers and facilitators apply the
behaviors consistent
awareness and commitment to fundamental rights principles in designing learning materials.  Learning managers and facilitators observe
to the organization’s of children and the basic principle of educating learners’ rights from designing the
vision, mission and them. 1. Availability of strategic curriculum to structuring the whole
goals Intervention Materials (SIM) learning environment.

Documents on the implementation of activities 2. SLAC documentation on designing  Student Handbook

related to increasing stakeholders’ awareness and learner-centered LMs
commitment to child protection

7. Methods and  Practices, tools and materials for developing self- Practices, tools, and materials for developing self- There is continuous exchange of information,
resources are learner directed learners are highly observable in school, directed learners are beginning to emerge in the sharing of expertise and materials among the
and community – but not in the home or in the community. homes and in the community. schools, home and community for the
friendly enjoyable, development of self-directed learners.
safe, inclusive,  Workbooks, Activity Sheets 1. Student–initiated community
accessible and aimed  Documentation of student-led learning programs, 1. Benchmarking of best
at developing self activities practices in line with developing self-
-directed learners.  Approved Students-Initiated Activities 2. Community-sponsored directed learners
Learners are equipped program/activities (Picto-narrative)
with essential
knowledge, skills, and
values to assume
responsibility and
 accountability for
their own learning

 Learning programs are designed and developed 1. The program is collaboratively implemented  The program is mainstreamed but
to produce learners who are responsible and and monitored by teachers and parents to continuously improved to make relevant to
accountable for their learning. ensure that it produces desired outcome. emergent demands.

1. Portfolio of self-directed learning 1.Parents’ engagement in the 1. Proof of institutionalization of

programs learning activities of learners self-
directed learning programs in school

REMARKS:_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
_

GABRIEL P. PENOLIO

Validator
 REPUBLIC OF THE PHILIPPINES
DIVISION OF CAMARINES SUR
REGION V
Buhi North District
112390 - BUHI CENTRAL SCHOOL

DISTRICT SBM VALIDATION

SBM Principle: III. Accountability and Continuous Improvement (25%)

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.
1.       Roles and responsibilities of There is an active party that initiates The stakeholders are engaged in clarifying Shared and participatory processes are
accountable person/s and collective clarification of the roles and responsibilities and defining their roles and responsibilities. used in determining roles,
body/ies are clearly defined and agreed in education delivery responsibilities and accountabilities of
upon by community stakeholders. stakeholders in managing and
supporting education.

    All indicators in level 1   All indicators in levels 1 & 2

List of accountable persons: 1. Terms of Reference/List of roles and 3. Constitution and By-laws 3.1 Ratified/Amended
internal stakeholders SH, Teachers, responsibilities/job description (SGC and others) Constitution and By-laws (As
Learners, recognized school 2. Written Designations of 4. Code of conduct applicable)
organizations, Non-teaching personnel accountable persons base on 5. Documentation
applicable rules and regulations (as 6. MOA/MOU/Board Resolution
External stakeholders: applicable) (as applicable)
PTA, SGC, Community leaders, LGU,
elders, recognized associations in the
community
2. Achievement of goals is recognized Performance accountability is practiced at A community-level accountability system is A community-accepted performance
based on a collaboratively developed the school level evolving from school-led initiatives. accountability, recognition and incentive
performance accountability system; gaps system is being practiced
are addressed through appropriate action

    All indicators in level 1   All indicators in levels 1 & 2

1. Minutes of consultative 3. List of stakeholders as 5. Resolutions on incentives and
meetings Rewards and members of the school PRAISE rewards system. (LGU/NGO/BLG)
incentive system mechanism 4. Documentation of
(School Memo, School objectively verifiable indicators 6. List of awardees in the
Bulletin, Guidelines, (list of awardees, list of donors) different categories.
Committee/s, Transparency
Board) 7. Documentation of activities
conducted (sample program,
2. Documentations pictures, photocopy of vouchers for
monetary incentives, sample
certificates)

3. The accountability system is owned by The school articulates the accountability Stakeholders are engaged in the School community stakeholders
the community and is continuously assessment framework with basic development and operation of an continuously and collaboratively review
enhanced to ensure that management components, including implementation appropriate accountability assessment and enhance accountability systems’
structures and mechanisms are responsive guidelines to the stakeholders. system. processes, mechanisms and tools
to the emerging learning needs and
demands of the community (System of
Processes, Mechanisms and Tools
Accountability )Ownership
     

All indicators in level 1 All indicators in levels 1 & 2

  1. Minutes of consultative 3. Guidelines on 5.School Monitoring and
meeting Committees organized Evaluation Adjustment (SMEA)
 - M & E tools and mechanisms involving internal and external Reports
used to Track : stakeholders in M&E
a. School performance
b. SGC/GPTA operations
c. Resources utilization
2. Documentation/presentation of
SRC and accomplishment reports in
School assemblies
3. Annual report of performance
review
4.    Accountability assessment criteria The school with the participation of Stakeholders are engaged in the Stakeholders continuously and
and tools , feedback , mechanisms, and stakeholders articulates an accountability development and operation of an collaboratively review and enhance
information collection and validation assessment framework with basic appropriate accountability assessment accountability systems, processes,
techniques and processes are inclusive components including implementation system. mechanisms and tools
and collaboratively developed and guidelines.
agreed upon.

    All indicators in level 1   All indicators in levels 1 & 2

1. Letter to the Stakeholders 7. Memorandum / Letter 12. On-site Validation and
Feedback
8. Monitoring and Evaluation
2. Memorandum: Organizational
Tool 13. Report on Benchmark
Meeting of the Different
Activities by other School
Committees
9.Validation Report /
Feedbacks 14. Report on Review and
3. Documentation
Refinement of Accountability System
10. Utilized Assessment Tool Process and Tools through Post
4. Prepared Assessment Criteria
Evaluation, Exit Meetings and
11. Documentation Feedback Mechanism with all the
5. Prepared Assessment Tool
stakeholders
6. Prepared Implementing
15. Documentation
Guidelines and Implementation
Plan in Gantt Chart
5. Participatory assessment of School initiates periodic performance Collaborative conduct of performance School-community developed
performance is done regularly with assessments with the participation of assessment informs planning, plan performance assessment is practiced
community . Assessments results and stakeholders. adjustments and requirements for and is the basis for improving
lessons learned serve as basis for technical assistance monitoring and evaluation systems,
feedback, technical assistance , providing technical assistance and
recognition and plan adjustment. recognizing and refining plans.

    All indicators in level 1   All indicators in levels 1 & 2

  1. Periodic report on school 3. Situational analysis 7. Approved adjusted AIP /
performance and assessment Supplemental/ Enhanced Plan
review 4. Individual or Team Technical
2. Report of SRC presentation Assistance Provision Plan

5. Actual TA provision report

6. Quarterly SMEA Report or

any other equivalent reports
presented to stakeholders

REMARKS:_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
_

GABRIEL P. PENOLIO

Validator
 REPUBLIC OF THE PHILIPPINES
DIVISION OF CAMARINES SUR
REGION V
Buhi North District
112390 - BUHI CENTRAL SCHOOL

DISTRICT SBM VALIDATION

SBM Principle: IV. Management of Resources (15%)

INDICATORS 1 2 3
1. Regular resource Stakeholders are aware that a regular Resource inventory is characterized by Resource inventories are systematically
inventory is resource inventory is available and is used regularity, increased participation of developed and stakeholders are
collaboratively as the basis for resource allocation and stakeholders, and communicated to the engaged in collaborative process to
undertaken by learning mobilization. community as the basis for resource make decisions on resource allocation
managers, learning allocation and mobilization. and mobilization.
facilitators, and Meeting of school financial team
community (SH,DO, Bookkeeper, School BAC, With online or data based
stakeholders as basis Inspectorate team, school planning Increased participation inventory of school resources readily
for resource allocation officer, stakeholders ) Regular meeting for inventory of available to stakeholders or updated
and mobilization. school resources with school financial team hard copies of the aforementioned
Notice of meeting (SH,DO, Bookkeeper, School BAC, documents. (SH,DO, BK, School BAC,
Inspectorate team, school planning officer, Inspectorate team, school planning
Attendance stakeholders ) officer and stakeholders )
Notice of meeting Updated Physical Inventory
Minutes of meeting
Attendance Human Resources
Documentation
Minutes of meetings Financial Resources
 INDICATORS 1 2 3

documentation Material Resources / Equipment

Physical Inventory – Educational Updated Physical Inventory Report on the utilization of

Facilities (classrooms, buildings, Human Resources manual on resource inventory (if
toilets, ancillary facilities, furniture,) Financial Resources available)
Site Development plan, Material Resources / Equipment
Accomplishment/completion
Developed manual on resource reports of programs and projects
Human Resources –PSIPOP, inventory (if available) indicated in the SIP/AIP relating to
Plantilla Item for Teaching/Non-teaching school resource allocation.
personnel, SF 4, Updated Form 7, Student
record/e-BEIS/TNA Communicated thru parents
Communicated thru parents assembly, SRC, school paper, and
Financial Resources – MOOE, SOB, assembly, SRC, school paper, and transparency board on mobilization and
APP, WFP, Liquidation reports, Utilization of transparency board. utilization of resources.
other financial Published inventory in school
resources/grants/assistance/donations Created school Facebook Facebook Page/account
based on SIP/AIP/SRC, Deed of Donation Page/account

Material Resources/Equipment –
Inventory of books, TGs, LGs, CGs, IMs,
(laboratory, sports, agri. Tech-voc,
etc.)

Transparency Board, Information

Board Secretariat
2. A regular dialogue for Stakeholders are invited to participate in Stakeholders are regularly engaged in the Stakeholders collaborate to ensure
planning and resource the development of an educational plan in planning and resource programming, and timely and need-based planning and
programming , that is resource programming, and in the in the implementation of the Educational resource programming and support
accessible and implementation of educational plan. plan. continuous implementation of
inclusive , continuously educational plan.
engage stakeholders 1. Meeting with stakeholders on 1. Regular meeting with stakeholders
and support planning and resource programming. on planning and resource programming. 1. Collaboratively implemented the
implementation of Notice of meeting Notice of meeting resource program plan.
community education MOA/MOU
 INDICATORS 1 2 3
plans Attendance Attendance
Certificate of Acceptance

Minutes of Meeting Minutes of Meeting Deed of Donation

Documentation Documentation Documentation

TOR
2. School Improvement Plan with
support of stakeholders and Annual 2. School Improvement Plan (SIP) Resolutions for Fund Allocation from
Implementation Plan with documentation with evidence of adjustments in the AIP LGU or barangay
on: with documentation on
2.Adjusted School Improvement
Regular meeting w/ stakeholders Plan (SIP) and AIP documented
meeting w/ stakeholders on
on planning and resource programming with:
planning and resource programming
Project Work Plan and Budget regular meeting w/ stakeholders on
Project Work Plan and Budget
Matrix with Accomplishment Report planning and resource programming
Matrix
Calendar of Activities of PAPs with Quarterly AIP M&E Results used as
Gantt Chart basis for adjustment

Monitoring & Evaluation Tool for Accomplishment Reports of PAPs

PAPs

3. In place is a community Stakeholders support judicious, Stakeholders are engaged and share Stakeholders sustained the
developed resource appropriate and effective use of expertise in the collaborative development implementation and improvement of a
management system that resources. of resource management system collaboratively developed, periodically
drives appropriate behaviours adjusted and constituent-focused
of the stakeholders to ensure Meeting with stakeholders resource management system
judicious, appropriate and allocating funds for school activities Records of stakeholders sharing
effective use of resources. supported with resolutions, proposals of expertise Periodic review of the
and voucher with documentation developed RMS
Project proposals, Resolutions,
APP/WFP duly approved by SDS Letter Request Liquidation reports
 INDICATORS 1 2 3
Donations, Brigada Eskwela Documents/Pictures showing Inventory reports
Financial Report/SBFP (BE Forms) stakeholders participation in school
activities Book of financial records
Monthly Financial Liquidation
Report Records/Report of stakeholders’ Inventory of records
contribution/pledges (in cash or in kind)
Approval of ASB, AIP, WFP MOU/MOA

Awards and Recognition System

both internal and extern

Data-based inventory of gen-

erated school resources
4. Regular monitoring, Stakeholders are invited to participate in Stakeholders collaboratively participate in Stakeholders are engaged, held
evaluation, and reporting the development and implementation of the development and implementation of accountable and implement a
processes of resource monitoring, evaluation and reporting monitoring, evaluation and reporting collaboratively developed system of
management are process on resource management. processes on resource management. monitoring, evaluation and reporting for
collaboratively developed and resource management.
implemented by the learning a. Letter of invitation received by
facilitators and community stakeholders for monitoring and evaluation Participated in the development and Active involvement of
stakeholders. on resource management contained in the implementation of M&E processes on stakeholders in SMEA
SIP/AIP/MOOE/APP/SOB. resource management as indicated in the
SIP/AIP/MOOE/APP/SOB. Progress Monitoring/Evaluation
Notice of meeting report on Resource Management
Notice of meeting Pictures/documentations
Attendance
Minutes of meeting Attendance

Documentation Minutes of meeting Enhanced School Report Card and

distributed to stakeholders
b. School Report Card Documentation
Analysis of M&E Reports

c. Crafted/adapted M&E templates School Report Card reported during

for PPAs stakeholder’s assembly
 INDICATORS 1 2 3
M&E report using the crafted tool

Monitoring Report of program and

projects implemented using the templates

5. There is a system that An engagement procedure to identify and Stakeholders support a system partnership An established system of partnership is
manage the network and utilize partnerships with stakeholders for for improving resource management. managed and sustained by the
linkages which strengthen improving resource management is stakeholders for continuous
and sustain partnerships evident. improvement of resource management.
for improving resource
management. There is a School Focal Person/team Stakeholders’ engagement
There is a School Focal for Partnership Engagement with approved portfolio
Person/team for Partnership designation and TOR with an Annual
Engagement Strategic Partnership and Linkages Plan
with a step to step guide on how to engage
School list of prospective partners/Flow Chart
partners/donor.
Pledge of support Partnership database
Conduct stakeholders’ summit w/
documentation Commitment contract with
Involvement of stakeholders in all stakeholders to attain the goals and
school programs and activities objectives relevant to school resources

For IUS Adopt-a-school program report Database of PPAs managed by

Uses manual operations in stakeholders (e.g. SBFP)
recording & reporting of financial Review/enhancement of
reports SIP/AIP

Voluntary donation from

stakeholders
 INDICATORS 1 2 3

For IU’s:
For IU’s: Up to date use of
EFRS
Use of Enhanced Financial IMS
Reporting System FARS posted to
URS at the end of every
Use of Budget Monitoring System quarter
up to date uploading of
Recording & posting to Unified PSIPOP
Reporting System Internal and external
assessment of school terms of
Electronically uploaded resources using the building
PSIPOP partnership tool.
Partnership database

REMARKS:_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
_

GABRIEL P. PENOLIO

Validator