Orientation on the

Contextualized School-Based
Management (SBM)
Assessment Tool
 A. LEADERSHIP & GOVERNANCE

1. In place is a development plan (e.g. sip) developed

collaboratively by the stakeholders of the school and
community.
 The 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.
Level I
Evidences:
 Approved SIP/Development plan with the following
MOV’s:
•Letters of invitation of the school to some community
stakeholders re:
Formulation of SIP/Development Plan
•ACR
 The development plan is evolved through the shared
leadership of the school and community stakeholders.

Level 2
Evidences:
Evolved SIP/Dev’t Plan
• Conduct of school-community consultative meetings
(as the need arises) to further effect changes based on
feedback and DepEd directives
• Minutes of meeting (with Pictorials)
• Copy of directives/communications
The development plan is enhanced with the community performing the
leadership roles and the school providing technical assistance.

Level 3
Evidences:
Enhanced Dev’t Plan with the integration of SBM-WINs, CPP, and
DRRM, with the following documents:
• Invitation of the stakeholders to other stakeholders and the
school for the enhancement of the SIP/Dev’t. Plan
• Program of activities, minutes of workshop and ACR
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.

Level 1
Evidences:
Plan of activities of the annual conduct of SIP review
initiated by school
• Minutes of the planning conference
• Updated SRC
 The school and community stakeholders working as full partners
lead the continual review and improvement of the development plan.

Level 2
Evidences:
Conduct of continual review SIP/Dev’t Plan with the
following:
• Minutes of conduct of Continual Review
• ACR
• Updated SRC
 The community stakeholders lead the regular review and
improvement process; the school stakeholders facilitate the
process.
Level 3
Evidences:
Improved/Adjusted SIP/Dev’t Plan where community
stakeholders initiated the regular review; school facilitated
the process
• Improved/Adjusted SIP
• ACR
• Updated SRC
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.
 The school defines the organizational structure, and the roles and responsibilities of
stakeholders.

Evidences: 1
School defined/organized structures:
•Organizational Chart/Roster of Organization as defined by the school:
 SDRRMC
 CPP
 WASH Club Officers
 SPT
 Project Team
 SBAC
 Terms of References
 The school and community collaboratively define the structure and the roles and
responsibilities of stakeholders.

Evidences: 2
School and community defined/organized structures:
• Organizational Chart/Roster of Organization as defined by both school
and community:
 SDRRMC
 CPP
 SPT
 Project Team
 SBAC
• Terms of References
• ACRs with Pictorials
 Guided by an agreed organizational structure, the community
stakeholders lead in defining the organizational structure and the roles
and responsibilities; school provides technical and administrative
support.
 
Evidences: 3
School-community agreed Organizational Structure, led by the
community with TA from the school:
• Minutes of meeting
• Resolutions/MOA/MOU
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.

Evidences: 1
Establishment of Network such as:
• Transparency board
• Suggestion box
• Log sheets/log books
• School paper/news letter
• School Report Card
• Or any information network (MIS/SIS’s, etc.)
 The network actively provides stakeholders information for making
decisions and solving learning and administrative problems.

Evidences: 2
Functional updated network
•Updated transparency board
•Functional/useful suggestion box
•Updated School paper/news letter
•Updated log sheets/log books
•Active website/s
 The network allows easy exchange and access to information
sources beyond the school community.

Evidences: 3
Accessibility of network to the public
Posted/placed in conspicuous places or duly circulated in the
community, or open/accessible website/s as the case may be
Evidences of circulation (e.g. list of schools/stakeholders
with signatures of recipients)
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.
 
Evidences: 1
Dev’t of School-based INSET programs (based on NCBTS,
NCBSSH Results, IPPD/SPPD)
• Training designs/Matrices/Proposals
• Training needs analysis
 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 process.

Evidences: 2
Actual conduct of school-based trainings based on identified
training needs, with the following MOV’s:
•Attendance sheet of participants
•Certificates of Participation/Appearance
•ACR
 Leaders assume responsibility for their own training and
development. School community working individually or in
groups, coach and mentor one another to achieve their VMG.
 
Evidences: 3
Continuous school-based training and development
(mentoring and coaching)
Mentoring and coaching schedule
Mentoring and Coaching tools utilized
ACR
 B. CURRICULUM AND INSTRUCTION

1. The curriculum provides for the development needs of all

types of learners in the school community
 All types of learners of the school community are identified, their learning
curves assessed; appropriate programs with its support materials for each type of
learner is developed.
Evidences: 1
 Established Assessment System with results
For Elem. Level:
For Secondary Level:
• ECCD Checklist, SReYA
• Literacy Test/ORP
• EGRA-ARATA • Numeracy Test
• Phil-IRI • Other school-based/standard
• Numeracy Test assessment
• Other school-based/standard assessment
 RRE
 Multi-level Materials
 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.

Evidences: 2
School Supervisory Plan and other reports (monthly)
Programs/Projects Implementation Report to address performance discrepancies/
deficits/gaps e.g. RRE, ICL, School Remedial Program, Technolympics, YES-O
Camp, Math & Science Fair, D’Math (based on E-SIP/AIP)
National Curricular/ Programs Implementation Report for SPED,SPS, SPA,
SSES, STE, ADM (if applicable)
Reading Program Implementation Report
ACR/Narrative Report of INSETs conducted related to learning
interventions
ACR and copy of program for periodic recognition (e.g. monthly,
quarterly convocation/ year- end recognition rites)
Other programs/projects related to curriculum to address learning
deficits/ performance discrepancies e.g. mentoring and coaching
program
 The educational needs of all types of learners are being met as shown by
continuous improvement on learning outcomes and products of learning.
Teachers’, as well as, students’ performance is motivated by intrinsic rather than
extrinsic rewards. The Schools’ differentiated program is frequently benchmarked
by other schools.

Evidences: 3
Improved learning outcomes for the last 3 years(Achievement Rate, Promotion Rate,
Failure Rate, Drop-out Rate)
Log Book/Record Sheet/ showing names of visitors benchmarking school’s initiated
programs/projects
Documentations of School’s Best Practices and Accomplishment Reports
2. The implemented curriculum is localized to make
it more meaningful to the learners and applicable to
life in the community.
 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 & innovative ones are developed.
Evidences: 2
Lesson Plans showing the integration and utilization of local literature
Sample performance outputs/ projects in the implementation of localized
curriculum that makes learning more meaningful and pleasurable.
M & E/Supervisory Report on the implementation of localized curriculum
 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.

Evidences: 1
Compilation of local literatures on 10 themes
Documentation on current events & existing technologies
used to develop localized curriculum
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

Evidences: 3
Activity Completion Report (ACR) on the School’s Best Practices in the localization
of curriculum
Document/s of school’s initiated project that uses the community as a learning
laboratory (e.g. school-community livelihood projects)
• Resolution/MOA
• ACR
Logbook/Record Sheet that shows names of visitors who benchmarked good or best
practices of school’s localized curriculum
3. A representative group of school and community
stakeholders develop the methods and materials for
developing creative thinking & problem solving.
 A representative team of school and community stakeholders (if
applicable) assess content and methods used in teaching, creative,
critical thinking and problem solving. Assessment results are used as
guide to develop materials.

Evidences: 1
Project Team for Instruction organized
Assessment results
 Learning materials and approaches to reinforce strengths
and address deficiencies are developed and tested for
applicability on school, family and community.

Evidences: 2
Localized learning modules/materials developed and
tested for applicability in school, family and
community
 Materials and approaches are being used in school, in the family
and in community to develop critical, creative thinking and problem
solving community of learners and are producing desired results.

Evidences: 3
Any document showing the utilization of the developed
materials with the corresponding desired results
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 system uses a tool that monitors the holistic development of
learners.

Evidences: 1
Schedule & conduct of School Monitoring Evaluation &
Adjustment (SMEA) with corresponding reports and MOVS
E-SIP/AIP-based Monitoring & Evaluation instrument / tool
 The school-based monitoring & learning systems generate feedback is used
for making decisions that enhance the total development of learners.
A committee takes care of the continuous improvement of the tool.

Evidences: 2
(SMEA) Minutes
Feedback mechanism for a well-informed decision making (e.g.
suggestion box, text brigade, forums /assembly)
Record of M & E related activities conducted
Organized committee on CI of M&E tool
 The monitoring system is accepted and regularly used for collective
decision making

The monitoring tool has been improved to provide both quantitative

& qualitative data.

Evidences: 3
Updated/improved M & E Tool designed by the School M & E
Team duly approved by the School Head/ SGC
Results on the regular conduct of School Monitoring Evaluation
and Adjustment (SMEA)
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’s stakeholders.

Evidences: 1
Competency based Test materials duly checked/ approved by the School
Head (e.g. Table of Specifications, Periodical Test Questions, Test/ Item
Analysis, Item Bank, other test materials, etc.)
ACR on the conduct of activity relative to sharing of assessment results
with school’s stakeholders (e.g. quarterly issuance of Pupil/Student Report
Card, issuance of LAPG, NAT and NCAE, Numeracy Test, and Oral
Reading/Phil IRI results to parents
 Assessment tools are reviewed by the school community and results
are shared with community stakeholders.

Evidences: 2
Structure of Assessment Committee to take charge of the review
and improvement of assessment tools ( list and TOR)
Minutes of meeting/ACR/ on:
- Review of assessment tools participated by
stakeholders
Compilation of improved assessment tools
 School assessment results are used to develop learning programs that are
suited to community, and customized to each learners’ context, results of which
are used for collaborative decision-making.

Evidences: 3
Improved/reviewed assessment tools utilized in the school (including
OHSP, MISOSA, ALIVE,etc.)
Community- based initiated programs and/ or projects (e.g. Community
Learning Centers) conceptualized to address the learning deficits/
discrepancies of the learners based from the school assessment results.
Students’ records reflecting results from the improved/reviewed
assessment tool
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.
 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.

Evidences: 1
List of Children’s Rights and Responsibilities (in Filipino or vernacular) strategically
placed/posted in a very conspicuous place
School child protection policies
ACR/ Minutes of Meeting on the conduct of activity relevant to learner-centered, right-
based, and inclusive principles of education /A Child &
Community-Centered Education Systems (ACCESs)
 Stakeholders begin to practice child/learner-centered principles of
education in the design of support to education.

Evidences: 2
Barangay Dev. Plan/ Municipal Investment Plan showing supports to
education which is anchored on learner-centered principles of education
Four A’s (Activity, Analysis, Abstraction and Application) based lesson
plans using/ integrating GAD and ABC principles in the key behavior
indicator/value aim
 Learning environments, methods and resources are community driven,
inclusive and adherent to child’s rights and protection requirements.
 Learning managers and facilitators observe learners’ rights from designing the
curriculum to structuring the whole learning environment.

Evidences: 3
100% of all of the 7 domains of the Child Friendly School System
(CFSS) tool are satisfied.
ACCESS compliant school plans ( AIP / SIP )
School and community record of activities showing concern to children
7. Methods and resources are 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.
 Learning programs are designed and developed to produce learners who are responsible
and accountable for their learning.

Evidences: 1
Learning Competency Directory (LCD) per subject posted in the classroom (it is
anchored on the budget of lesson per subject which reflects the competencies
covered in every grading period, date of delivery, topics to be discussed, activities/
exercises to be used, book title and page number)
Learner’s PORTFOLIO
Availability of SLK/SIM/ Modular Instruction
Student Learning Plan/Program
 Practices, tools and materials for developing self-directed learners are beginning to
emerge in the home and in the community.
 The program is collaboratively implemented and monitored by teachers and parents to
ensure that it produces desired learners.

Evidences: 2
Minutes of the HRPTA indicating Science and Math Fair
the presentation of LCD to parents Scouting
ACR on contest participated & won English Month
ACR on Monthly programs STEP
Buwan ng Wika Values Month
 Nutrition Month etc
 There is continuous exchange of information, sharing of expertise
and materials among the schools, home and community for the
development of self-directed learners.
 The program is mainstreamed but continuously improved to make
it relevant to emergent demands.

Evidences: 3
ACR on community based FGD on LCD utilization
ACR on INSET-Teaching & Learning Development
Implementation reports of ICT & others
Lesson plans/modules Integrating Knowledge Channel for
instruction.
C. ACCOUNTABILITY AND
CONTINUOUS IMPROVEMENT

1. Roles and responsibilities of accountable person/s and

collective body/ies are clearly defined and agreed upon by
community stakeholders.
 There is an active party that initiates clarification of the roles and
responsibilities in education delivery.
 
Evidences: 1
 Organization of the following teams/organizations:
-SPT, PTs, and other committees
-PTA
-SPG/SSG (SBM WinS, DRR, CPP Clubs)
TORs of identified teams/organizations
 The stakeholders are engaged in clarifying and defining
their specific roles and responsibilities.
 
Evidences: 2
Narrative of conducted FGD
Minutes of the Meeting
Other reports
 Shared and participatory processes are used in determining roles,
responsibilities, and accountabilities of stakeholders in managing and
supporting education.

Evidences: 3
Roles and Responsibilities are stipulated/embedded in the School
Handbook
Memorandum of Understanding/Covenant/Contract (Duly signed
by stakeholders to signify their accountabilities and
responsibilities in managing and supporting education)
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.

Evidences: 1
Utilization of SBM M&E Data in the Conduct of SMEA
Presence of Results Based Performance Monitoring System
of the school.
SRC
 A community-level accountability system is evolving from school-
led initiatives.

Evidences: 2
Inclusion of SBM M&E data in the conduct of SMEA
Self-assessment Result of the SBM level of practice reported
to the stakeholders/Community
Well-defined performance indicators relative to RPMS
 A community accepted performance accountability,
recognition, and incentive system is being practiced.

Evidences: 3
ACR on Institutionalized School-level Recognition and
Awards System for internal and external stakeholders
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.

Evidences: 1
Presence of accountability assessment framework with
structure & implementing guidelines
Advocacy through meetings of internal and external
stakeholders
Minutes of meetings containing the suggestions for
improvement and the like
Visible citizen’s charter chart
 Stakeholders are engaged in the development and operation of an
appropriate accountability assessment system.
 
Evidences: 2
ACR/accomplishment Report/Minutes of Meeting duly signed
by the stakeholders who participated in the crafting of the
accountability assessment framework.
Updated School Transparency Board
Functional suggestion box
Any document showing that the system is operational
School community stakeholders continuously and collaboratively review and
enhance accountability systems processes, mechanism and tools.
 
Evidences: 3
Any report of an activity conducted for the review and enhancement of
the school initiated assessment system- its processes, TORs of members
and the tools
Adjusted/enhanced assessment system as reflected in the handbook
Established school satisfaction survey
Resolution for any adjustment/s that will be collaboratively approved by
the stakeholders
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.

Evidences: 1
Development of the accountability assessment framework
Monthly Accomplishment Report
Advocacy through general assembly/meetings/FGD, etc.
Minutes of meetings containing the suggestions for improvement or the
like
 Stakeholders are engaged in the development and operation of an appropriate
Accountability assessment criteria, tools, feedback mechanisms, information
collection, validation techniques and processes.

Evidences: 2
Involvement of external stakeholders in the conduct of SMEA (minutes of
meeting)
Developed and utilized the following:
• Accountability assessment criteria
• Accountability Assessment tool • Information collection
• Feedback mechanism • Validation technique
• Processes
 Stakeholders continuously and collaboratively review and enhance
accountability systems, processes, mechanism and tools.

Evidences: 3
Reports on the giving of feedback for TA and adjustment
Enhancement of accountability system based on results and
feedback
5. Participatory assessment of performance is done
regularly with the community. Assessment results
and lessons learned serve as bases for feedback,
technical assistance, recognition and plan
adjustment.
 The school initiates periodic performance assessment with the
participation of stakeholders

Evidences: 1
Minutes of quarterly meetings with stakeholders
Quarterly Report on School Monitoring Evaluation &
Adjustment
Periodic assessment tool
 Collaborative conduct of performance assessment for planning,
plan adjustments and requirements for technical assistance
 
Evidences: 2
ACR
SMEA results
Utilization of periodic assessment tool
 School community-developed performance assessment is practiced
and is the basis for improving monitoring and evaluation system,
providing Technical assistance, and recognizing and refining plans.
 
Evidences: 3
SMEA serves as basis for:
- Adjusted AIP
-Adjusted Monitoring & Evaluation System
-Adjusted Technical Assistance Plan
Institutionalized assessment tool
 D. MANAGEMENT OF
RESOURCES

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.

Evidences: 1
MOOE and other financial resources – utilization per cash
program
Proper liquidation submitted monthly and posted on the
Transparency Board
Approved Minutes of the regular meeting
 Resource inventory result is communicated to stakeholders and
community as the basis for resource allocation and mobilization.

Evidences: 2
Submission of inventory/liquidation reports
Memo re: advocacy to the stakeholders
Copies of E-SIP/AIP /APP as basis for resource allocation
Approved Minutes of the meetings
 Resource inventories are institutionalized and stakeholders are engaged in a
collaborative process to make decisions on resource allocation and mobilization.

Evidences: 3
No adverse COA findings on liquidation of MOOE
Validated reports of the inspectorate team approved & submitted
Requests for support from external stakeholders: (PTA, LGU, Barangays,
Alumni, NGO, DepEd, Foundations for the following:
- Brigada Eskwela
- Other programs/projects/activities
- Physical facilities
Updated report on disbursement of resources generated
according to intended purpose (e.g. popularity contests,
pledges, etc.)
Project completion reports
Completed projects utilized by the school for the purpose
(intended beneficiaries and more)
2. A regular dialogue for planning and resource
programming, that is accessible and inclusive,
continuously engage stakeholders and support
implementation of community and education plans.
 Stakeholders are invited to participate in the development of an
educational plan and resource programming.

Evidences: 1
Invitation letters with acknowledgment receipts
Documents of the advocacy meeting
 Stakeholders are regularly engaged in the planning and resource
programming and in the implementation of the education plan.

Evidences: 2
Approved minutes of regular meetings (with attendance sheets)
AIP
Approved MOU/MOA supports on identified programs and
projects in the E-SIP
 Stakeholders collaborate to ensure timely implementation of
the education plan.

Evidences: 3
Monthly/Quarterly SMEA Reports End-of-Year SMEA
Reports
Updated Education Resource Report (financial statement,
inventory Report)
E-SIP
Annual Accomplishment Report
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 ensure judicious, appropriate and effective use of
resources.

Evidences: 1
Annual Budget plan reflecting allocation for the school
Inclusion of the identified projects/ programs and activities in
the approved AIP
Disbursement, financial , and Liquidation reports
Copy of resolution for IRA, Municipal / Provincial SEF
(if any)
Copy of the disbursement voucher of the fund allocated
for the school with photocopied cheque ( if any)
Official receipt issued by the school PTA/Brgy Treasurer
(if any)
 Stakeholders engage and share expertise in the development of
resource management system

Evidences: 2
Letter of invitation for the stakeholders to attend the
development of resource management system
Attendance sheets of the meetings
Minutes of the proceedings
School Resource Management System (Process flow, structure,
TORs, standards)
 Institutionalize resource management system.

Evidences: 3
Quarterly/Annual SMEA Results
Transparency on resource management
No Adverse COA findings
On-time submission of all liquidation reports
Functional SRMS
(Structure, process flow, TORs)
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.

Evidences: 1
Letters of invitation to stakeholders on the development and
implementation of monitoring, evaluation, and reporting processes on
resource management
With proof of attendance i.e. certificate of appearance/travel order,
attendance sheet
SMEA structure with Terms of Reference
 Stakeholders collaboratively participate in the development and
implementation of monitoring, evaluation and reporting processes on
resource management.
 
Evidences: 2
ACR on the development and implementation of monitoring,
evaluation, and reporting processes on resource management
Developed monitoring and evaluation tool and reporting
process
Quarterly/Annual SMEA report
 Stakeholders are engaged, held accountable and implement a collaboratively
developed system of monitoring, evaluation and reporting for resource
management.

Evidences: 3
School Community stakeholders implementation report on the M & E
and reporting system for resource management
Accomplished M & E Forms/Tools
Copy of SOSA
Add –on documentations such as pictorials etc.
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.

Evidences: 1
Letters of invitation
Minutes of meetings with attendance sheets
Organized Resource Generation Committee with
corresponding TORs
 Stakeholders support a system of partnerships for improving resource
management.
 
Evidences: 2
MOA/MOU Delivery Receipts
Resolutions Feasibility study / Project Proposal
Deed of Donation  Minutes of meetings conducted by the
Pledges Resource Generation Committee with
attendance sheet
Donor’s database
 An established system of partnerships is managed and sustained by the
stakeholders for continuous improvement of resource management.

Evidences: 3
ACR/ PCR / based on existing MOA / MOU, Resolution , Deed of
Donations and Pledges
Status report
Monthly/ quarterly financial report of any sustained resource generating
activity
Minutes of regular meetings with attendance sheet
Any document that would prove the presence of a sustained
income generating project/ activity led by the stakeholders
Educational Support is reflected in the Barangay AIP
Donor’s database